House holds hearing on DepEd's briefing for 3-term schoolyear implementation — May 28

[0:00] be sponsoring house bill number one three one seven um introduced by honorable [0:18] mr chair i move to adopt the explanatory note of house bill number one three one seven [0:23] an act establishing a national elementary school in barangay tumana in the second district city of [0:29] marikina to be known as tumana national elementary school and appropriating funds therefore authored [0:36] by representative miro kimbo of the second district of marikina as sponsorship speech [0:41] for the purpose of this committee hearing i so move mr chair there's a motion by the honorable [0:47] gachalian julie sent by the honorable olivares that we that the explanatory note of house bill [0:53] number one three one seven serve as its sponsorship remarks for purposes of this committee meeting [1:00] is there any objection the chair hearing on same is approved we now proceed any member who wishes to [1:07] clarify comment uh with that uh let me first go to the dep ed central office uh asic uh janier [1:16] mr chair as with the earlier pronouncement that it expresses full support for the house bill number [1:23] 1317 aiming to establish a national elementary school in barangay tumana marikina city to be known as [1:30] tumana national elementary school chair do we have of course uh what about the uh schools division [1:53] office is there anyone present from the seo yes dr ibanez could you please yes state also your designation [2:02] good morning honorable chair i am dr alejandro ibanez the schools division superintendent of marit [2:07] state yes good good morning uh good morning dr ibanez we have before us house bill number [2:15] one three one seven and actually a national elementary school in barangay tumana in the [2:19] second district city of matina to be known as the tomana national elementary school and [2:23] of course therefore uh dr ibanez what is the uh uh opinion of the sdo honorable chair there is [2:35] high demand for access to education in that barangay considering the fact that there are no existing [2:43] public schools in the barangay since its separation since 2007. number two uh the three nearby schools in [2:55] other barangays are already congested the fact that these three schools are already beyond the planning [3:02] standard so it necessitates that there is a separate uh elementary school for that number three almost 10 000 [3:12] learners are are learners of other barangays where these learners should have been in that barangay the [3:23] distance of the possible area for establishment of the tumana elementary school is 0.7 kilometer [3:37] to two kilometers considering the high school being proposed to other nearby schools in other [3:44] so the visibility is high uh from the lens of the position thank you your honor sir ibani so currently [3:55] there is no uh structure yet or is there a structure there is no structure there is no structure there is no [4:02] structure it is that uh it is that vision to be able to establish a elementary school in barangay tumana [4:13] kasi sabi nyo nga malaki po yung population ng barangay tumana yung mga malapit na mga elementary [4:20] schools na deped ay punong-puno na rin that's correct yes uh you've identified so may feasibility study [4:28] na po ba ito we have already prepared uh feasibility study and uh feasibility yes has it been submitted to [4:37] the committee secretariat the committee itself not yet not yet so but you when will you be submitting that [4:44] uh feasibility study uh we will coordinate with the regional office at the same time for the sponsor of the [4:53] the general office for the central office and to this committee yes sir including other technical [5:06] yes may particular lot na ba or area kung saan itatayo siya uh there was uh joint inspection yes uh [5:15] uh conducted by dpwh and deped and the representative of honorable europe yes and the site was determined [5:25] subject to further validate yes and the site is uh already owned by government or by deped sorry as [5:33] per dpwh it was donated to the barangay but of course we want to make it sure that uh so verification [5:41] yeah so the moment you verify that you will submit that to the regional to the central and to this [5:48] committee yes but of course i think uh what you are emphasizing dr ibanez is that [5:55] talagang congested na yuma kalapit na deped elementary schools malaki yung population dito yung 10 000 [6:03] students that comes from kumana barangay tomana so wasa ngayon kung puta pa silisa congested [6:09] na other schools in other uh public schools na congested in the nearby barangay na congested [6:16] na which are also because single uh double shift are already uh thank you dr ibanez do we also have here the [6:27] uh uh who else uh who who do who is also present here for the depth and for purposes of this uh [6:37] uh bill yes sir because we don't have the central office you will take a look so any any resource [6:49] person any guest or any individual present here this morning who wishes to comment clarify oppose [6:58] or support this particular measure if none so naiwan tayo ngayon sa member so ito yung ano ano ito yung [7:06] situation there is a may barangay tomana sa martina yung barangay tomana apparently napakaraming [7:14] bata doon learners na hindi maka na nag-aaral pa sa ibang deped schools sa ibang barangay kasi wala silang [7:20] sarili nila right now si dr ibanez together with other relevant stakeholders meron na silang natapos [7:31] or fina finalize na feasibility study which is a requirement to be submitted to this committee [7:36] also uh biniverify na rin nila yung uh site ownership so they will submit that to us so i think before [7:47] this committee ang klaro sa atin talagang may pangangailangan pero may mga requirements na hindi pa [7:53] nasa submit so uh for the consideration of the members maybe it is also possible for us to approve the house [8:06] bill subject to the submission of the feasibility study and the title of the land the title of the land [8:14] must be in the name of the department of education is that the requirement uh can you confirm uh sds yeah [8:27] it should ideally should be or i did abuse or pro to the department of education central office to the [8:35] region so i think uh unless there is an objection a possibility is for us to approve this subject to the [8:50] condition that those are submitted and we will not uh bring this before the plenary until submission of [8:57] particular yes uh honorable olivari mr chair i move to approve house bill 1317 subject to style [9:03] and subject to the submission of all the documents needed there is a motion by the honorable olivares [9:12] that we approve house bill number 1317 julie seconded by the honorable vice chairperson of this [9:19] committee the lady from the fourth district of bukinnon the honorable larney levin rocke is there any [9:26] objection the chair hitting on same is approved one minute suspension mr chair this committee meeting [9:40] is resumed honorable olivares mr chair i move to approve the committee report subject to the [9:47] submission of all the documents the motion by the honorable olivares julie signed by the honorable [9:54] la rocke that we approve conditionally the committee report subject to the submission to [10:01] the department of education and this committee of pertinent documents relevant documents required [10:07] for the establishment of a of a step ed school uh for uh as an example kailangan namin yung feasibility study [10:16] and also the title of the site in the name of the department of education is there any objection [10:24] chair hirinan same is approved congratulations dr ribanes but please remain [10:29] the next measure to be taken up is a house bill number one four two two an act establishing a national [10:40] high school in barangay tomana in the second district city of marquina to be known as tomana national high [10:47] school and appropriating funds therefore by the honorable uh attorney miro kim s kimbo uh honorable [10:57] gachalian mr chair i move to adopt the explanatory note of house bill number one four two two an act [11:05] establishing a national high school in barangay tomana in the second district of marikina to be known as [11:11] to manan national high school and appropriating funds therefore authored by representative miro kimbo of [11:18] the second district of marikina as sponsorship speech for the purposes of this committee hearing [11:24] i so move mr chair thank you vice chair gachalian there is a motion by the honorable gachalian [11:31] that the explanatory note of house bill number one four two two serve as its sponsorship remarks for [11:38] purposes of this committee meeting newly seconded by the honorable tuan is there any objection chair [11:44] hearing none same is approved any comment manifestation from any member if there is none i will proceed to [11:51] central office first asik janir mr chair as with the other two um house bills deped expresses full [11:58] support for house bill number one four two two which aims to establish a national high school in [12:03] barangay tomana marikina city to be known as tomana national high school thank you asik janir with that [12:10] uh dr ibanez you will also be you're the superintendent so this is also under your jurisdiction thank you [12:18] uh the same uh justification as mentioned in the establishment of tomana elementary school [12:28] thank you for the support for the sake of our children thank you dr ibanez so any guest resource [12:35] person or individual who wishes to comment manifest make a manifestation oppose support house bill number [12:42] 1422 the creation of a national high school in barangay tomana there being none yes uh yes mr ty of the [12:53] private schools philippines sir if you need specific study i'm a practicing cpa i could i could add value [13:00] unconditionally just a reminder to all our invited guests you are not uh you cannot address any other [13:09] guests directly you must course every manifestation comment through the chair so there was a comment [13:19] by mr mr mr tai uh saying that he is uh he he may be able to help but but my understanding is there [13:27] is already a feasibility study subject to finalization there was already yes with that any other individual [13:37] um again for consideration of the members present here this morning we have before us house bill number [13:46] 1422 creating a national high school in barangay tomana marikina city according to the school's [13:53] division superintendent dr ibanez there is no national high school uh by the dep ed in said barangay despite the [14:03] fact that it is one of the it it it uh it has a big number of learners that require a national high [14:11] school currently they have to go to other high schools in other barangays na medyo congested narin so [14:18] there is an appeal that we have we approve the same but of course the feasibility study is still to be [14:25] submitted to the department of education and to this committee and so with the site the ownership of the [14:32] school site so same with the earlier house bill about the elementary school maybe the members can [14:38] consider the conditional approval also subject to the submission of this requirement uh honorable olivares [14:47] mr chair i move to approve house bill 1422 subject to style and subject to the submission to the [14:53] committee of the needed documentary requirement there is a motion by the honorable olivares that we approve [15:06] house bill number 1422 subject to the submission of the requirements uh by this committee and the [15:15] department of education including the feasibility study and the site ownership julie seconded by the [15:25] honorable gacharian is there any objection chair really none same is approved maybe also acknowledge the [15:31] presence of the deputy minority leader the honorable punch mr chair yes honorable olivares i move to approve [15:38] the committee reports subject to the submission to the committee of the documentary requirements needed [15:45] there is a motion by the honorable olivares julie sent by our vice chairperson the honorable arnie rocke [15:51] that we approve the committee report on the condition that the feasibility study and the ownership of the [15:59] site is submitted to the deped in this committee is there any objection chair reading none same is approved [16:06] thank you thank you to the members i think dr ibanez really uh is telling us they need the school in [16:11] that particular with that we proceed now to the briefing by the department of education [16:21] this is the third briefing on updates on the implementation of the deped three-term school calendar [16:28] uh ask janir who will be presenting from from the for the department mr chair respectfully requesting [16:38] director jerson abisamis to present the update mr chair director jerson was with us the other day [16:45] uh thank you uh thank you everyone just to give you quick updates for the three-term calendar [17:02] implementation just a few updates with regards to the orientations we held as you probably um [17:10] know we held orientations in person um virtual uh for we have uh reached 600 000 already for recorded [17:18] in those orientations so that's for school heads the leaders and the teachers as well but [17:23] hindi po tayo natatapos duns orientations there's also a lot of initiatives that we've been [17:28] working on to ensure that everyone in deped really is on the same page when it comes to this reform [17:33] meron po tayong ginawa na videos explainer material kits we're also creating the school [17:39] forms to be updated as well para po talaga handa yung mga teachers at the schools [17:43] pagdating sa opening of classes we're also um creating the monitoring tool for all schools [17:49] para po malaman natin how the implementation will be run from the opening block to the instructional [17:54] block all the way up until the end of term block um ito po ay we could submit we could share the [17:59] monitoring tool to the committee so that the committee can see and yung mga titingnan natin [18:04] the mga information or indicators for all schools with that of course we also want to ensure that it [18:09] will not add any additional data or forms or burden to schools when it comes to um monitoring um third [18:16] po dun po sa website we have been um sharing this resource for that it's a guidebook for all the [18:24] schools and all the teachers to use that's where we update all of our materials and resources [18:29] so meron din po doong portal to ask questions and to get feedback yun po yung ginagamit natin [18:34] para po meron tayong continuously for frequently asked questions so meron pong kailangan ayusin pa na [18:41] sa clarity we we that's where we also understand where we might have gaps as the central office [18:47] in terms of communicating some of the particular parts of the policies and then lastly po particularly [18:53] for teachers in budget of work which we also submitted to the committee um some sample budgets of work [18:58] it's already completo po lahat ng budgets of work doon sa um website up until grade 11 and then also [19:06] lesson exemplars po we're making sure that all lesson exemplars that have already been created and [19:12] that has been used and quality assured are also going to be matched so that po matulungan natin yung [19:17] mga teachers makita nila kung ano yung mga um lessons that they could use and they could use as a [19:24] base material for their lesson planning we also want to acknowledge um and especially to this [19:29] community that um central office we want to provide both the room for the teachers for the flexibility [19:36] but at the same time some minimum um standards or support for para put teachers know and they're guided [19:42] on to next steps so that they could um implement and yeah uh implement the three-term calendar and [19:51] make sure that they are able to teach and they're able to um feel prepared this coming school year [19:56] for your son just an initial question uh uh department of education who is in charge [20:03] anong uh may ano ba unit within the depth ed that you know in charge [20:09] of monitor nitong at lahat ng parat na sa three-term right so sa learning systems strand po so that's the [20:16] strand that's assigned for all of these reforms kasi sanga-sanga po ito so kasama po doon yung bureau [20:21] that i lead the bureau of learning delivery learning systems learning system strand po so it's which [20:26] is under um so that's a strand po uh mr chair so that's the former curriculum and teaching [20:32] strand so that's under usec carmela and you are heading what the bureau of learning delivery so [20:39] that's one of the bureaus under that strand kasama po namin yung uh are you able to handle everything [20:47] yung learning system strand po manpower required by depth and kasi ang laki nung ano nyo [20:56] yes so you strand new bureau of learning everyone helps out yes [21:02] enough ba ang manpower support being given to you by the office of the secretary yeah i i would say yes [21:10] po uh mr chair i think because in the strand that's where we have the national educators academy [21:16] the philippines which handle the training bureau of curriculum development which handles the [21:20] curriculum design kami po sa learning delivery we're in charge of making sure that the learning [21:25] the curriculum is translated into learning um delivery and it's delivered to our learners [21:30] so in there are various units so ano yung pinaka main unit in charge [21:37] who would we say na kung nga may may meron talagang naging problema right [21:43] sino ang sino ang pwede namin matawagan na siya ang pinaka in charge [21:48] siguro po uh mr chair wala pong inaka assigned for all of these but i would say the bureau of learning [21:54] delivery we do have a lot yung mandate po particularly yung pag develop ng policy [21:59] yung free term calendar um that usually falls under my bureau po the bureau of learning delivery [22:04] group of learning and you're under uh undersecretary for melo so that's for the learning [22:11] yung nea po is in charge of training so this is teacher training making sure that teachers are [22:17] who is in charge of me um we have directors yes we have four directors i guess we could have [22:27] uh so director mick kabawatan po and director christelle christelle [22:32] uh uh sina pang nabanggit mo kanya may nea pa nabanggit uh bureau of curriculum the development [22:38] bc oh that's you that's you hindi po iba pa rin po yun sir [22:41] so sino ang your bld bcd po bcd po we have director um director peter mark magsalin we have [22:50] director um maggie ramoso and so it's bcd bld nea po kayong tatlo yung in charge [22:58] talaga sa pagbubuo nitong free term calendar [23:02] correct yes do you regularly meet talk yes we do have group chats we regularly and kami rin po yung [23:12] mga nag-orient mismo so ako po particularly as a director i was actually going into um [23:20] mindanao po yung na-assigned sakin so we physically went to schools we met with teachers we met with [23:26] principals and school heads and we did the orientations i only asked this i'm just making [23:30] sure that we will be um also wanted to share also we will start coordinating closely also with the [23:49] regional and division offices as well so that's also another part of um the coordination puzzle if [23:55] you will that needs to be um smoother yes with whom with the regions and the divisions as well because [24:01] they will also be our partners whenever we monitor and when we implement the three-term calendar so right [24:07] now the regional directors and the uh superintendents are not in the loop as leaders [24:15] so they're they're they're in the loop sir in terms of of course we have regular [24:25] national manco meetings and that's our opportunity to meet them regularly [24:29] yeah but but then uh if there's any question by up by a principal or by a teacher [24:37] kunyari me tanong ng isang teacher yes [24:48] yes mr sure that those are two ways those are usually one way for the with they do have a direct [24:53] contact to the defense central office whether through the email address of our bureaus or for the [24:59] public uh public uh public action center [25:08] so how do you manage it do you kunyari dr ibanez are you in a position to answer any query on the [25:16] three-term calendar because you're a superintendent martina uh you schools divisions office loan i'm sure [25:30] maraming uh ilan ng teachers under the schools divisions office number we have almost 4 000 [25:36] 4 000 teachers so aside from the issue on uh career progression ito magtatanong rin sila sa inyo are [25:44] you ready uh have you been are you well aware of everything all the details involved para dito sa [25:50] three-term calendar nato that uh hindi naman kailangan ma burden pa ang central office very we are [25:58] ready because we have uh carried out all the change management strategy yes you have met that central [26:06] office has been director jerson yung bcp neap they have been coordinating with you yes uh always always [26:18] at our level yes uh we try to make it sure that uh we follow the policies but we simplify further [26:27] see you guys so director jerson sabini dr ibanez you have been coordinating with them [26:36] yes yes but they are in the loop of course they know what is happening yes so they can answer [26:43] any member who wishes to ask any question clarification [26:47] yes yes uh honorable olivares uh i have just been given a note if uh if we can bear first there's [27:00] another bear with another presentation that will ilang gano katagal tong next attorney salinas [27:09] how long will your presentation uh good morning mr chair we'll keep it brief around five to ten minutes [27:13] um will that be acceptable first dr salinas from edcom two you want to present but uh as much as [27:20] possible we want all stakeholders present to be able to clarify things attorney salinas please continue [27:28] thank you very much mr chair good morning uh uh committee and also to our speaker person [27:34] i'm speaking on behalf of executive director carol dr carol marty i speak of to present some of [27:40] edcom's findings on the free term school calendar that is being proposed for implementation for academic [27:45] for school year 2026-2027 next slide so basically as we had discussed during the previous meeting [27:54] um the goal of the free term calendar is really to preserve instructional time also its goal is also to [28:00] ensure that we are able to provide specific blocks for certain activities that are both instructional [28:06] administrative and also for the extracurricular activities as needed for the schools [28:12] beyond the reason uh next slide so we presented here a very quick graphic representation [28:19] of the three blocks the opening block which is set for four days the instructional block which is [28:24] targeted for 55 days and the end of term block with a minimum of eight days this is pursuant to [28:30] department order number nine series of 2026 but we have noted in this presentation if you could look at the [28:36] that real that there is a perennial peak typhoon season which takes place from september to november [28:45] which does result in cancellation of classes and at the same time also there's also been observed some [28:49] heat indexes uh you know peak incidences taking place in march and april which does lead to cancellation [28:55] of classes in some parts of the next slide so we decided to emphasize this because based on edcom study from [29:06] these two terms from for this particular school year uh there's an average of 11 days of disruption [29:12] from the period of uh september to november and with that there's also a compression in terms of divide [29:19] of terms of the number of school days that takes place that will be covered so we also want to uh take [29:27] note that that's based on what we've been able to find that there's an average number of 11 days disruption [29:33] throughout the country for the particularly hitting term two of the intended rollout next slide so [29:41] this leads some points that we'd want to very briefly touch on so while department uh number or the number [29:47] nine series of 2026 does allocate intent instructional days uh required by law for 201 days we'll present [29:54] some very quick slides later on about moving forward this may actually be reduced from 201 days to an average of [30:01] less than 180 days or 179 days also protection of term two must be given consideration and recovery [30:09] of school days of the learn not just the school days themselves but the collective learning of the [30:14] students during that time must also be considered we also submit that alternative delivery modes for [30:19] disaster prone areas in schools must also be raised considering that in the previous school year 16 of [30:25] dating region exceeded five lost days particularly in print and with that we also submit that the [30:33] adult program participants further transition from existing our program modules and the corresponding [30:39] termination for their continued participation or graduation could also be allocated or considered in [30:44] the time and finally the end of term blocks raise the question of prioritization as to should certain [30:50] days be lost during these times for instance during the print like like mentioned from march and april for the [30:56] end of term uh what will be prioritized uh what will be prioritized will it be the rl program [31:01] the home patient of school forms activities or in next slide so as mentioned earlier there is [31:09] the fact that edcom had found that using an average of determination of average regional maximal days [31:15] loss 201 day calendar could lose an average of 22 school days for instance we point out that regions [31:21] uh five and six lost on 28 to 29 school days due to uh the disruption brought about [31:29] so in particular the typhoon season itself is also brought into question considering that 11 days [31:35] lost in the second term result in just 55 days construction and as mentioned some regions could [31:40] lose up to an average of 20 days next slide also we all uh edcom had been advocating for the [31:50] rationalization or the optimization of school forms which uh based on our studies and discussions with [31:57] teachers on the ground has been a constant source of dissonance in terms of their function of really [32:04] providing instruction for students so when we conducted a study in 2024 it found that in addition [32:11] to the amount of time that was spent for uh instruction which is 23.4 an average of 17.8 hours on [32:18] auxiliary work and 2.7 hours on informal and admin work are undertaken by our teachers and so while we do [32:25] that depth had taken major steps in terms of rationalizing the number of forms from 174 to 75 [32:32] that is still a substantial amount of time next slide so we submit that the question must be [32:40] uh raised that are the 75 forms that are finally required actually manageable within the uh four day [32:47] opening and five day end of term block without bleeding or leading into instructional time so we also [32:53] asked that that could provide more guidance on prioritization for the time table and urgency of [32:58] as well as the goal of digitalizing these forms in order to minimize the amount of time their teachers [33:04] expenditure and finally next slide we submit that adult schedule must also be considered within the [33:14] instructional blocks but only so based on the fact that adult itself is only within these blocks the [33:21] assessments for these participants to graduate their exit our program the scale of time given for our [33:27] learners to show scaled improvement and the proof of concept for a five-day end-of-term adult intervention [33:33] we submit should also be considered and presented and so with that our final slide for this presentation is [33:40] uh we have some some quick clarification next slide please some quick clarifatory questions for [33:45] depth ed that we hope to be uh next slide next okay sorry so with that some clarifatory questions would be [33:56] what while function while depth ed now provides functional literacy training for the first 30 days of [34:02] grade one what about the other grade levels that have identified by the end of school year that are [34:07] still struggling with the two during the our program presentation we'll be presenting some of that [34:11] later um finally reconciliation between the 20-day period during summer for adult and under department [34:18] o number nine how will that five-day period be utilized who attends and for what purpose that has to be [34:26] presented in a more we submit in a more organized and more definitive manner teacher workload and fatigue [34:32] must also be raised if adult is conducted in class particularly key speed uh key stages key learning [34:40] stages three and four longer class days are required so this does we have to factor in the amount of fatigue [34:46] and amount of ability of our teachers really functional optimally within and just to raise that earlier [34:53] question given the 201 school day calendar in order to meet it given the average days of disruption how will [34:59] we manage the five-day alternative delivery mode uh instruction particularly in disaster prone areas [35:07] we're in this disruption for most likely and finally we do submit that there has to be some clarity with [35:13] regards to prioritization of activities particularly during during the firm block given the cadre of [35:18] activities which takes precedent so with that thank you very much mr chair and for any salinas uh copies of [35:25] that have been given already to the committee yes yes could we ask the comsec if they've provided the [35:31] members special here so that even the clarificatory questions from the members uh which are already [35:37] contained here they may also raise it okay so have uh has the have the members been given a copy uh not [35:47] yes yes could we could we ask the committee now to provide uh one two three four five six and then [35:55] from possible sana pati yung mga ano dep ed give a copy while while we are waiting for that uh [36:01] nandito si ano i saw sir benjo and si ma'am ruby yung una lang na sinabi ng dep ed ni director jerson [36:09] naka orientation around and uh medyo malaki na yung cover nila na individuals again could you just [36:18] confirm this and kung ladies first ma'am ruby good morning mr chair members of the committee resource [36:29] person debed family um toto naman po nakapag orientation po yung dep ed at nag start po ito noong may 7 no [36:39] no pero katulad po nung sinabi ko last hearing kine question po namin yung pamamaraan ng orientation [36:44] na sa tingin namin it's not more than the numbers yung kalidad po talaga kasi yung isang araw 9 to 4 pm [36:53] papupuntahin po yung ating mga guro sa loob po nung kanilang mga paaralan manonood ng online [36:58] like a watch party ah tingin namin kailangan pa talagang susugan po no yung orientation kasi nag conduct po din kami [37:06] ng consultation among our members galing po kami ni kong tonshi nung nakaraan sa region 5 sa bicol [37:12] ah nag conduct din kami ng survey no at kalakhan po doon sinasabi na kapag orientation na nga po sila pero [37:19] marami silang questions kasi nagkaroon talaga ng glitch mr chair doon sa mismong oras ng orientation [37:27] na ibig sabihin yung online talaga may problema tayo dyan sa kalidad eh kahit nung panahon ng pandemic [37:33] nung nagtuturo po kami online so kailangan talaga ng tulong ng mga teachers natin kasi hindi lang po [37:40] ito pagbabago ng calendar eh maraming mga dapat baguhin no ah i mean maraming mga pagbabago yung nakita [37:47] kami it's not just a budget of work nandun yung pagbabago doon sa ating grading system ah edcom to mention [37:54] about school form at talagang napakarami ko pong tango doon sa school forms kasi yan po yung questions din [37:59] ng mga teachers natin na lagi ko pong sinasabi rin sa komite ah alam ko po may birth pains [38:06] sa lahat ng pagbabago pero ang teacher natin ang laging sumasalunyan and we need support [38:12] from you ah def ed thank you pa mr chair sir benjo ah yes ah mr chair magandang umaga po sa lahat [38:24] same observation po ah in fact nung nakarang hearing naman sinabi rin namin yan ano no that um [38:29] there is only one no orientation ano na online pa nga ano at mukhang malaki naman na yung yung [38:36] na cover nito no as um reported by the department of education ano pero sinasabi po namin and we [38:42] reiterate no na kulang po ito yung yung orientation point nito considering no that um in well in less [38:50] than two weeks po ay pasokan na natin no ah papasok na po kami tapos gagamitin na itong napakalaking [38:55] pagbabago on laki po nito mr chair eh dito simple no na na may binago lamang tayo na maliit na [39:01] bagay na pwedeng mag-adjust no and ah in the end no um as always yung mga teacher po yung sasalo [39:08] yung mga teacher yung magdudugtong ng mga mga kakulangan ano yung magpupuno ng mga kakulangan ano [39:15] so laging kami yung nandun ano yung yung umaako sa ganun pong ah responsibility no so sana no ah magkaroon [39:23] pa tayo nung ah ng room no para ito ay mapag-usapan pa no um of course no um it may not be no um [39:31] um um considered no by the department of education but ah at least in our organization in the teachers [39:40] did the coalition po no eh baka pwede muna tayo to hold the implementation of this and to to once and [39:47] for all no punin po natin ano kasi ang problema po nito kahit pa nag orientation na yung mga teacher [39:52] baka yung ano po yung yung confidence level no yung how much no all the teachers or or well um [40:00] the primary implementors of this program no um understands no and um um of course no um [40:07] um kailangan talaga niya eh no kailangan talaga niyang nauunawaan ito and at the same time [40:12] ay niyayakap ito kung hindi baka magka problema pa magka problema po tayo no sa mga susunod po [40:19] na panahon thank you sir chair chair chair chair chair oh honorable ah honorable tunche [40:27] chair clarificatory question lang kasi sabi nila online no pero pwede ba pwede bang mas ah [40:34] i-detalye para sa committee ano yung sabihin ng online kasi ang intindi ko mainly yung online na [40:40] yon kasi yung online pwedeng ang impression mo live di ba parang zoom lahat ng participants including [40:48] yung resource person na nagbibigay ng orientation is live and giving it live pero ang intindi ko [40:55] it's just a video youtube ama po ba a youtube video that has been recorded and then is played [41:03] parang ganon sama po ba director geron nurse on sort of answer po so um uh to the committee point to [41:14] the chair uh uh yung itsura po nung training nung orientations po natin on the three-term calendar [41:19] and the other reform policies usually po ang itsura niya it's all live so live po yun so ang online [41:25] po ang itsura nito we would start 9 to 10 a.m it's a one hour synchronous session meaning kung sino [41:32] po yung nag-talk usually kami po or some some of us from the learning system strand the directors or the [41:38] undersecretary the assistant secretaries po we will talk and then we will give the overview of that [41:42] and then usually after 9 to 10 10 to 11 30 po we designed what we call asynchronous self-facilitated [41:48] activities yun po talaga um yung design yung diseño po nun whether sila po ay nasa watch party na malaki [41:54] or sila po ay nasa bahay at sila ay nanonood nung live broadcast online meron po silang gagawin [42:02] activities meron po silang worksheets and the idea po talaga doon we know that at full day [42:06] orientation is not effective po talaga na makikinig lang then we do another one 11 30 to 12 30 po [42:12] another broadcast one hour po yun um usually meron doon coming online quiz rin where we check for [42:18] understanding in typical siguro learner fashion we want to we want to check understanding of our [42:24] learners you also want to do that for the training so dun po namin na check kung ano po yung [42:27] misconceptions ano yung mga tanong ano yung mga hindi pa po naintindihan ng mga school heads [42:32] and teachers we do another activity po afterwards po nun uh 12 30 until 3 kasama po yung lunch break nila [42:39] dun then 3 to 4 pm papabalikin po namin sila sa online hall dun po sila magtatanon ng faq so [42:46] live po yun talaga kasi kung ano po yung tanong ng mga participants during that time [42:50] sinusubukan po talaga naming sagutin um at kumpletuhin lahat mga questions so yun po yung [42:55] itsura ng usual training it's sometimes um yung range po ng participants as small as 3 000 as large [43:03] as i think 10 or 15 000 po yung pinakamalaki kasi minsan po iba-ibang mga regions or divisions [43:10] nagsasama-sama po sila dun sa broadcast but again that's a broadcast live but you keep it online [43:17] so that they can take a look again so may live shot at me obviously recorded yun so kung gusto [43:24] ng teacher balik balikan yun pwede niyang gawin yun honorable tonchi that's the response okay so uh live [43:31] live po ang bawat training so ilan po ang nagbigay ng training presumably they're all from the central [43:37] office or okay so yung central office ang migraine and training this is for almost one million teaching [43:45] personnel tama ilan po yung trainers nyo director jerson siguro po kami um 15 to 20 po siguro yung core [43:57] team po namin and so that's for us po sa central office and then we would also have of course colleagues [44:03] from our other um units and other divisions helping us out when it comes to the logistical concerns [44:09] of the training sila po yung tagasagot sa chat sila po yung tagabigay nung links [44:14] 15 to 20 that's it but but meron kayong auxiliary help that's the response 15 to 20 po and [44:23] uh and uh ang design po ba ay um all teachers down to the school level will be oriented by the 15 to [44:33] 20 director jerson yes kasi dati dati meron kayong ibang model diba yung parang trainers training tapos [44:43] cascading national trainers tapos bababayan sa region sila magte train naman yes down to the division [44:52] yes etc etc yes namin hindi niyo po ginawa at for this orientation particularly there were many [44:58] criticisms also with respect to that other thing oh pero ngayon so ngayon talaga centralized tapos [45:06] 15 to 20 persons will orient for 1 million personnel kaya nga sabi nyo yung one small session is 3 [45:16] thousand and then the bigger sessions 10 000 okay so feedback mechanism sila oh pero kaya nga [45:28] ang sabi naman ni teacher ruby na parang yun yung feedback natin from the field is marami ay may mga [45:36] tanong pero ah hindi hindi nila masagot hindi na sagot or ano kasi we can understand kasi nga [45:44] we're talking about 15 to 20 people 3 000 to 10 000 yung nasa one session they cannot answer [45:53] you know they can only answer so many questions parang ganon i think best here is [45:57] meron hindi na nag-respond and hindi sila sumagot you could give the committee para pwede namin silang [46:03] balikan because again ano let us focus dito sa issue ang issue dito is that in the four quarters that we [46:11] have been in deped has been implementing nakita naman natin ang results whether national or [46:17] international assessment mababa nakita natin na hindi naman talaga na fulfill yung number of academic [46:26] days may pasok na hindi naman nakakapasok or andaming of course nandun pa rin yung issue na binabanggit [46:34] rin namin sa edcom 2 which is the number of forms that is different from the three terms [46:40] huwag natin paghalo-halo yung issues na ito because i think at the end of the day kailangan [46:47] rin natin talagang ma-specify ano yung instructional days which were never specified in the four [46:55] quarters sa totoo mga teachers na kakausap ko ang sinasabi nga nyo sa akin pagdating ng fourth [47:01] grading period halos wala na talaga nangyayari dun kasi nga graduation end up sa dami [47:08] ng form so huwag natin paghalo-halo yung issues kasi yung ibang issues whether it's four quarters [47:14] or three terms pareho yung issues na binabanggit eh huwag naman ganon let us focus on the three terms [47:21] kung ano yung specific doon na tingin ninyo na may problema pagdating ng orientation i think deped [47:28] should improve on that but at the end of the day wala naman pa kung yung questions again are to the [47:35] forms that is also the question of edcom 2 but that question whether four quarters tayo three terms [47:41] it's the same question the number of forms so gusto natin ang sagot doon pero huwag naman natin itigil yung [47:48] mga reforms na uh it's better than than walang ginagawa eh at least may reforms na gagawin [47:56] ng deped but let's let's keep it to that kasi may mga issues na whether four quarters tayo three [48:01] terms pareho eh hindi naman makakaiba so have have the have the members been given a copy of the [48:08] edcom 2 report ruby briefly yes mr. chair yun nga din po yung sinasabi namin no yung huwag paghaluhaluin [48:17] pero sinabay po kasi doon sa change of school calendar yung pagbabago rin po doon sa ating grading [48:24] system na dun talaga yung bulk nung ating school form eh nandun sa paggagrado nung ating mga [48:31] ang question ko po mr. chair konti lang ang question ko po mr. chair nakita po yung budget of [48:37] work kompleto soft copy pero importante rin po yung learning materials hard copy at yung [48:45] kopya nung ating mga studyante, ang panong ko po mr. chair your sa deped kilan po yun [48:49] darates tignan kasi bakit na yan sir let us make it clear again whether four quarters sto or three [48:57] SEMS to. The issue on [48:59] learning materials, textbooks, workbooks [49:01] are the same. Hindi siya [49:03] naapektuhan dahil nag-try semesters [49:06] tayo. Kahit mag-four [49:08] quarters tayo, that issue of [49:10] Mamru B is still relevant. [49:12] Relevant na malaman natin [49:14] kung magde-deliver na po kayo. [49:16] Pero I think gusto ko malaman yung [49:17] sagot lang dun, again, yung sa budget [49:20] of work. Again, ano, para [49:22] same page tayong [49:24] lahat. Kasi si Mamru B [49:26] familiar na yung sa budget of work [49:29] so with the DepEd. So [49:31] again, briefly, DepEd, [49:33] ano ba ang budget, ano ang linalaman [49:35] ng budget of work para pare-pareho tayong [49:37] and then gusto ko na sagot [49:39] dun sa question ni Mamru B on the budget of work. [49:42] Yung budget of work po, [49:43] this is a document that [49:45] schedules the [49:47] competencies. So the competencies are, you know, [49:49] yung learning standards that [49:51] we want our learners to achieve at any given [49:53] learning area, yung subject po [49:55] at yung grade po nila. So [49:57] ang itsura po ng [49:59] curriculum natin ngayon, all of our competencies [50:01] and all of our learning [50:03] learning standards and performance standards [50:05] are divided per quarter [50:07] and then wala pong nakalagay doon [50:09] kung anong week, anong day, kailan nila [50:11] ituturo. That's really the design [50:13] of the curriculum. May freedom po ang mga teachers [50:15] at ang schools. [50:16] Ang budget of work, is this [50:18] per sem? [50:19] Per term na po siya. [50:21] So one semester? [50:23] One term po. So ang itsura po ng budget [50:26] of work ngayon? [50:27] One year? [50:27] Yes po. [50:28] One academic calendar. [50:29] Term one, term two, term three. [50:30] Ano po yung competencies? [50:32] So dinivide ninyo into three terms [50:34] yung boom. [50:35] Dati, kung four quarters tayo, [50:37] how does the budget of work work? [50:38] Yung itsura po ng budget of work po dati, [50:43] hindi po nagre-release ang leopard central office [50:45] ng budget of work for the existing curriculum. [50:51] Kasi what we only release in the central office [50:53] are the competencies divided into the quarters [50:57] but not timing po. [50:59] We don't say or dictate to our schools. [51:02] So under nung current system na quarterly, [51:06] yung four quarters, [51:07] may budget of work pa rin o wala? [51:11] Wala po. [51:11] Walang budget of work. [51:12] So this is a new thing being done by DepEd [51:16] na ngayon meron kayong specified na budget of work. [51:19] Sa budget of work, binibigyan nyo lang ng timing doon [51:22] ilang araw, ilang weeks per competency. [51:26] Yes po. [51:26] And then they have the whole three terms [51:29] to hopefully finish all those competencies. [51:33] Yes po, Mr. Chair. [51:34] Ang total na competencies in the budget of work, [51:37] ilan? [51:39] I don't have the number with me, Mr. Chair, [51:40] kasi iba-iba po siya for work. [51:41] Who knows sa DepEd? [51:43] Kami po. [51:43] I can find out now. [51:45] Sabi mo it's for the whole academic calendar. [51:47] So we would know for one academic calendar [51:50] for grade one, grade two, [51:51] ilan ba yung competency na rin-require ninyo? [51:54] I could find out now, Mr. Chair. [51:56] Pero just to clarify rin po, [51:58] nung quarterly system po tayo, [51:59] yung budget of work po. [52:00] Usually, ang gumagawa po noon [52:02] are divisions and regions. [52:04] So kanya-kanya po silang [52:05] siguro interpretation. [52:07] So pero still, [52:09] yung buong competency galing sa central office. [52:11] Yes po. [52:11] Ang division, [52:13] ang region, [52:14] siya ang magdidivide nun. [52:15] Yes po. [52:17] Before I continue, [52:18] let me acknowledge the presence [52:20] of the lady from the party list Kabataan, [52:23] the Honorable Renee Louise M. Po. [52:25] Welcome, ma'am. [52:26] Ma'am Ruby, [52:27] huwag natin iwanan yung issue na to. [52:28] So ano yung issue natin sa budget of work? [52:30] Kasi, [52:31] ama ba ang sinasabi ng DepEd? [52:32] Nung quarterly, [52:34] wala. [52:35] Walang gano'n na budget of work [52:36] binibigay from the central office. [52:38] Ang bibigay lang sa inyo, [52:40] ang aabot sa inyo, [52:41] ay yung competencies lang [52:43] per quarter. [52:44] Ganun ba? [52:46] Yes, Mr. Chair. [52:47] Ang question talaga namin, [52:49] Mr. Chair, [52:49] yung, di ba, [52:50] ang gusto ko... [52:50] So una muna, [52:51] isn't it a better system now? [52:53] Na yung buong taon, [52:54] binigyan na kayo [52:55] ng DepEd. [52:56] Buong taon, [52:56] ito yung competencies [52:58] per grade level [52:59] na kailangan, [53:00] hopefully, [53:00] ma-complete. [53:02] It is up to you, [53:03] up to the teacher [53:04] to budget it [53:04] per SEM. [53:07] Yes, [53:08] under the four quarters, [53:09] wala pa lang gano'n. [53:10] Mr. Chair, [53:12] to clarify po, [53:13] meron pa rin [53:14] learning competencies [53:15] na binigay, [53:16] pero ang pagbabago lang po ngayon, [53:18] in-specify na nila, [53:19] for a particular term, [53:20] kasi kailangan nilang gawin yun eh, [53:21] dahil from four [53:22] grading periods, [53:23] kailangan malaman namin [53:24] anong mga learning competencies [53:26] ang nilagay doon [53:27] sa first, [53:28] second, [53:28] third term, [53:29] that's why it's budget effort. [53:31] May nadagdag pa [53:32] na competencies [53:34] ngayon na [53:35] three semesters sila [53:36] compared to the four quarters [53:38] or pareho lang, [53:39] in totality, [53:40] yung buong taon. [53:41] In totality, [53:42] I think, [53:42] Mr. Chair, [53:43] ganun pa rin eh, [53:44] wala namang binago. [53:45] So it's the same. [53:46] It's the same, [53:47] Mr. Chair. [53:47] Ano yung difficulty natin? [53:49] Knowing that [53:50] pag four quarters naman, [53:51] ano lang ito ha, [53:52] hypothetical lang. [53:54] Kunyari, [53:54] nung four quarters tayo, [53:56] one academic calendar, [53:57] meron silang [53:58] 100 competencies. [54:01] Ngayon, [54:02] sa three terms, [54:04] 100 competencies pa rin. [54:06] Pero sinabi lang nila, [54:07] may suggested sila, [54:09] na sana ito yung period [54:10] na ilaan ng isang guru [54:12] para sa particular competency [54:14] o competencies. [54:16] Pero sabi nila sa atin [54:17] nung last hearing, [54:18] kung hindi matapos [54:19] in one semester, [54:21] that can be carried on [54:22] to the next semester. [54:24] Yun ang sinabi niyo sa amin [54:24] yung last ano. [54:25] So isn't that even [54:26] a better system now? [54:30] Actually, [54:30] yun yung hindi po namin [54:31] maunawaan. [54:32] Yung pag hindi niyo po natakel, [54:34] pwedeng ilagay doon [54:35] sa term two. [54:37] Kasi sa actual po, [54:38] tulad din nung sinabi ko po [54:39] nung nakaraang komite, [54:41] ang practice po talaga, [54:42] kailangan makuha namin [54:44] yung lahat ng mga competencies [54:45] kasi yan yung lalabas doon [54:46] sa mga formative assessment, [54:48] summative assessment, [54:49] even periodical exam [54:50] that time. [54:51] So yun yung question namin, [54:53] paano yun sa implementation? [54:54] Ang isa pa po, [54:55] Mr. Cherry. [54:55] Wait, wait, bago yun. [54:56] Sige po. [54:57] I will give you the chance [54:58] for the second [54:58] para maliwan na. [54:59] Director Gerson, [55:01] paano nga yun? [55:01] Kasi tama ba yung [55:02] sinabi niyo sa amin [55:04] last committee hearing, [55:06] meron kayong number of competencies [55:07] na binibide din nyo [55:08] for the whole year, [55:12] pero in the three semesters, [55:14] binigyan nyo ng time, [55:16] suggested time frame [55:17] for the teacher. [55:19] Ang question nga ni Ma'am Ruby, [55:20] tama yun eh. [55:21] Even that time, [55:21] tinanong ni Ma'am Ruby, [55:23] sinabi nyo kasi, [55:24] kung hindi nyo matapos [55:25] in the first sem, [55:27] yung 100 competencies, [55:29] competencies, [55:30] kanyari, [55:30] pwede nyo ituloy yun [55:31] sa next semester, [55:34] eh paano nga yung final grade [55:35] for that first semester? [55:38] Yung final grade po, [55:39] and that's why we want to [55:41] also reiterate po this as well, [55:43] kapag summative assessment po, [55:44] we really urge that it should be [55:46] teacher-made summative assessments po. [55:49] What do you mean by that? [55:50] Teacher-made po si teacher po, [55:52] kung ano po yung na-cover ni teacher [55:53] during that term, [55:54] yun po yung ma-assess niya po. [55:56] Walang standard final exam per quarter. [56:00] Ang standard exams po natin, sir, [56:02] would be the National Achievement Test, [56:03] and that's done as a system assessment. [56:05] Yes, but that National Achievement Test [56:07] would cover all the competencies [56:08] that you suggested for one sem. [56:11] Yes, for the whole year. [56:13] Sabi nga ni Ma'am Ruby, [56:14] yun ang question eh. [56:15] Asensya na, [56:16] yun ang sinasabi ni Ma'am Ruby, [56:17] at tama yung point niya. [56:18] Paano kung hindi nyo matapos, [56:20] sabi nyo, [56:21] o teacher ha, [56:22] ito yung suggested namin, [56:23] first sem, [56:24] tapusin nyo itong 100 competencies. [56:25] Pero kung hindi nyo matapos, [56:27] ayos lang. [56:28] Sa next sem, [56:29] pwede nyo carry over. [56:30] Pero sabi mo nga, [56:33] yung test would cover that. [56:36] Hindi po, [56:37] the test actually, [56:38] so we allowed teachers, [56:39] teachers should be allowed [56:40] to use summative assessments [56:41] that they designed. [56:43] Kung ano po yung na-cover ni teacher, [56:45] yun po yung dapat, [56:46] kung ano yung tinatest. [56:47] And normal... [56:47] National Achievement Test [56:48] is given once a year. [56:49] Yes po. [56:50] Sa end na yun. [56:51] Yes po. [56:51] But these are... [56:53] Ma'am Ruby, [56:54] ang sinasabi nga nila ngayon, [56:56] pasensya na Ma'am Ruby ha, [56:58] pero ang sinasabi ng DepEd [56:59] ngayon sa teachers, [57:01] may tiwala kami sa inyo eh. [57:04] Sinasabi ng DepEd sa inyo, [57:05] we trust the teachers, [57:07] yung kakayanan ninyo. [57:08] So sinasabi nang namin, [57:09] ito yung suggested namin. [57:11] Pag hindi nyo natapos, [57:13] in this first sem, [57:14] pwede kayo magbigay ng test [57:16] based on kung ano [57:17] ang natapos ninyo. [57:18] At kayo ang magsasabi sa amin. [57:21] Sa DepEd, [57:21] ibig sabihin ha, [57:22] kung pasado ba yung bata [57:24] sa first sem o hindi, [57:26] hindi ba magandang hakbang yun? [57:30] Mr. Chair, [57:31] ibig sabihin po ba [57:31] wala ng test [57:33] na manggagaling sa region or division? [57:35] Mr. Chair, [57:36] yun po yung question ko. [57:38] That, again, [57:39] yun yung intindi ko, [57:40] pero Director Gerson, [57:41] please be express about this. [57:43] Kasi tama yung question. [57:44] Baka iba na naman yung... [57:45] Yes po, I agree. [57:46] And I think that's one thing [57:47] that we have to coordinate [57:48] with regions and divisions. [57:49] So tama yung concern ni Ma'am Ruby [57:52] at ng teachers niya. [57:53] Kasi... [57:54] Pero of course, [57:54] that will come by the end of the SEM. [57:57] Okay naman, [57:58] pwede pang mahabol yun. [57:59] Yes po. [57:59] Pero ang point na, [58:01] baka maamaya sa kahuli-hulihan, [58:03] sabihin ninyo, [58:05] ito ang standard na test nyo [58:07] for this SEM. [58:08] Hindi nga nila naabot. [58:10] So ngayon, [58:10] magkaka-paperwork na additional. [58:13] Additional paperwork sa 75 [58:14] na required ng DepEd [58:16] na i-justify ninyo sa amin. [58:19] Bakit hindi ninyo natapos [58:20] at i-justify ninyo [58:22] bakit pasado yung baton. [58:24] Hindi nga, [58:25] hindi nagka-problema ulit [58:26] yung teachers. [58:32] Yes, definitely. [58:34] Thank you po, [58:35] Mr. Sharon. [58:35] Thank you for that comment. [58:36] I think, [58:37] ito po talagang [58:38] one of the biggest [58:38] siguro challenges na [58:40] yung... [58:41] what siguro pa [58:43] the decentralization aspect of it. [58:45] Kasi gusto natin [58:46] mag-decentralization. [58:47] So, yun nga lang. [58:50] Hopefully, [58:51] hindi tayo umabot [58:53] dun sa punto. [58:54] Ay, hindi naman [58:54] ang DepEd [58:55] na bigla nilang [58:56] may additional paperwork [58:58] sa pagpa-end na ang SEM [59:01] asking each teacher, [59:03] bakit hindi mo na tapos? [59:07] Yun yung magiging issue talaga eh. [59:09] So, [59:10] Ma'am Jenny, [59:10] can you help us out here? [59:12] Director Gerson. [59:12] Kasi, [59:13] this is such a valid point eh. [59:17] But sa akin, [59:18] Ma'am Ruby, [59:19] gusto ko talaga [59:20] ma-empower ang teachers eh. [59:22] That is why [59:22] talagang sa totoo, [59:24] okay ako dito. [59:24] Kasi marami na ako [59:25] nakausap na teachers na [59:27] kaya nila talaga [59:28] on their own eh. [59:29] Pero ang problema [59:30] ay hindi sila [59:31] nabibigyan ng autonomy. [59:34] So, [59:34] pero gusto naman natin [59:35] hindi yung autonomy [59:36] na bilang dami na naman [59:37] papers, [59:38] forms. [59:39] So, [59:39] Director Jenny, [59:40] Director Gerson, [59:41] please help us out. [59:42] Dr. Jenny, [59:42] ano? [59:42] Paano tayo dito? [59:43] Thank you, [59:44] Mr. Chair. [59:45] From the [59:46] Teacher Education Council's [59:47] perspective, [59:48] Mr. Chair, [59:49] we fully support [59:51] the direction [59:51] for teacher agency. [59:53] That's what [59:53] TEC is spousing really. [59:55] At sa amin pong [59:56] pagkakaintindi rin [59:57] sa mga papel [59:58] sa Department of Education, [1:00:01] matatag-curriculum pa lang, [1:00:02] sir, [1:00:03] tinanggal na talaga [1:00:04] yung standardized test. [1:00:06] Right? [1:00:06] Binigyan po, [1:00:06] tinanggal yung budget [1:00:07] of work. [1:00:08] Binigyan ng laya, [1:00:09] ang guro, [1:00:10] na bigyan ng importansya [1:00:12] yung kakayahan [1:00:13] ng kanyang mga [1:00:13] studyante na sumabay [1:00:15] sa anong pangangailangan [1:00:16] ng curriculum. [1:00:16] So, [1:00:17] Director, [1:00:17] Dr. Jenny, [1:00:18] sa paperwork na 75, [1:00:20] kasama na pala ito. [1:00:22] Kung hindi nila, [1:00:23] sabi nyo nga, [1:00:23] di ba, [1:00:24] under the matatag-curriculum, [1:00:26] binigyan nyo na talaga [1:00:27] ang mga guro [1:00:27] ng authority [1:00:28] na sabihin na [1:00:30] mag-adjust, [1:00:30] maging flexible, [1:00:31] depending dun sa level [1:00:33] ng kanilang mga [1:00:34] tinuturuan. [1:00:37] So, [1:00:37] is this part of the [1:00:38] 75 remaining forms [1:00:40] that now they have [1:00:41] to justify [1:00:42] kung bakit [1:00:43] hindi nila natapos? [1:00:45] Kasi sabi nyo, [1:00:46] the EDCOM 2, [1:00:47] may naiiwan na 75 forms. [1:00:49] In fairness sa inyo, [1:00:50] marami kayo natanggal. [1:00:52] Pero may 75 forms [1:00:53] pakasama po ba ito? [1:00:56] Sir, [1:00:56] I think DepEd [1:00:57] can better respond to that. [1:00:58] I don't think [1:00:59] there is a form [1:01:00] that the teacher [1:01:01] needs to submit [1:01:02] to justify. [1:01:03] Bakit natapos [1:01:04] or hindi nga natapos? [1:01:05] Dr. Ibanez, [1:01:06] Dr. Ibanez, [1:01:08] you have been [1:01:09] a Schools Division [1:01:10] Superintendent [1:01:10] for how many years? [1:01:14] For six years now. [1:01:15] Six years. [1:01:15] So, [1:01:15] nakabutan mo yung [1:01:16] introduction ng matatag-curriculum? [1:01:18] Yes, sir. [1:01:19] Can you help us out [1:01:20] with this issue? [1:01:22] Paano ngayon ito? [1:01:23] How does this work? [1:01:24] What do you suggest? [1:01:27] Basically, [1:01:28] we followed [1:01:29] the policy [1:01:30] of DepEd [1:01:31] that since [1:01:31] we're given [1:01:32] the [1:01:35] certain degree [1:01:36] of empowerment [1:01:37] in terms of [1:01:39] how we [1:01:40] innovate [1:01:41] the [1:01:42] curriculum [1:01:43] at our end? [1:01:44] So, [1:01:45] first, [1:01:46] there's no [1:01:46] we follow [1:01:52] strictly [1:01:53] the [1:01:53] budget of work [1:01:55] but we try to [1:01:57] okay. [1:01:58] Kaya nga, [1:01:58] paano Dr. Ibanez, [1:01:59] in your experience [1:02:01] this last six years? [1:02:03] Kasi sinabi sa matatag-curriculum [1:02:04] pala, [1:02:05] ganito na rin yung style. [1:02:06] Paano nga kung hindi? [1:02:07] Sinabi ninyo, [1:02:08] teacher, [1:02:10] magtulungan tayo dito, [1:02:11] tiwala kami, [1:02:12] mas alam ninyo, [1:02:13] isa sa amin. [1:02:14] Pero, [1:02:15] nagsuggest pa rin [1:02:16] ang DepEd Central [1:02:17] ng minimum number [1:02:19] of competencies. [1:02:21] Pero, [1:02:22] sabi ng DepEd, [1:02:22] pag hindi umabot dun, [1:02:23] ayos lang. [1:02:25] Ang teacher na [1:02:26] ang pwedeng gumawa [1:02:27] ng exam [1:02:28] at magsabi [1:02:29] na okay lang [1:02:31] hanggang dito [1:02:31] pasado pa rin siya [1:02:32] yung minimum [1:02:33] para makaabot, [1:02:35] pumasa siya [1:02:35] ng SEM na ito [1:02:36] and later on [1:02:37] the whole level. [1:02:39] So, [1:02:40] okay sa inyo yun? [1:02:41] Yes, sir. [1:02:42] Because [1:02:42] the transition now is [1:02:44] Okay. [1:02:46] How will you [1:02:46] implement that? [1:02:48] Assuming ngayon [1:02:49] may isang school [1:02:51] sa district po ninyo, [1:02:53] lumapit na ngayon sa iyo, [1:02:55] Dr. Ibanez, [1:02:56] hindi namin matatapos [1:02:57] yung competency [1:02:58] na re-require sa amin [1:03:01] for this whole semester. [1:03:04] Anong i-advise mo [1:03:05] sa kanila? [1:03:07] Oh, [1:03:07] we, [1:03:08] there's such a thing [1:03:10] as collaborative expertise [1:03:11] where teachers [1:03:12] met themselves. [1:03:15] And [1:03:15] in [1:03:16] the transition now [1:03:17] of summative [1:03:18] assessment, [1:03:19] teachers [1:03:19] are the ones [1:03:20] preparing [1:03:21] their [1:03:22] table of [1:03:23] specifications [1:03:23] and their [1:03:24] teaching items [1:03:25] as well. [1:03:26] So, [1:03:26] they have, [1:03:27] they are given [1:03:28] that [1:03:29] certain degree [1:03:30] of [1:03:31] autonomy [1:03:32] based from [1:03:34] their... [1:03:34] To decide. [1:03:35] To design [1:03:35] based on their [1:03:36] budget of work. [1:03:37] Yes. [1:03:38] Pero yung budget of work [1:03:39] that they designed, [1:03:41] hindi nga umabot eh. [1:03:43] Yun sa budget of work [1:03:45] suggested by the [1:03:47] central office. [1:03:48] Ano ang next step doon? [1:03:50] Will the teacher [1:03:51] have to submit to you [1:03:52] or the principal [1:03:53] have to submit [1:03:54] to the [1:03:54] SDO [1:03:56] additional [1:03:57] paperwork [1:03:58] to justify [1:03:59] bakit hindi nila [1:04:00] naabot? [1:04:04] That will be [1:04:04] taken up [1:04:05] at the school [1:04:06] level [1:04:06] for possible [1:04:07] inclusion [1:04:08] in the next [1:04:09] term [1:04:10] if [1:04:11] the reality [1:04:12] is [1:04:13] there is a [1:04:14] falling short [1:04:15] of [1:04:15] meeting [1:04:17] the budget [1:04:17] of work. [1:04:18] Sige, [1:04:18] will you [1:04:18] question the [1:04:19] school? [1:04:21] Will you [1:04:21] question the [1:04:22] school [1:04:22] or the [1:04:23] teacher [1:04:23] kung bakit [1:04:24] hindi nga naabot [1:04:25] suggested [1:04:26] competencies [1:04:27] for that [1:04:28] stem? [1:04:28] Yes, [1:04:29] because that's [1:04:29] part of our [1:04:30] validation [1:04:32] and [1:04:32] editorial. [1:04:33] So, [1:04:33] in questioning [1:04:34] that, [1:04:34] magre-require [1:04:35] ka ngayon [1:04:35] ng bagong [1:04:36] forms [1:04:37] na masasubmit [1:04:38] sa'yo. [1:04:39] Is that [1:04:40] correct? [1:04:41] I think [1:04:42] that doesn't [1:04:43] need additional [1:04:43] forms [1:04:44] because that [1:04:45] has to be [1:04:45] discussed [1:04:46] only at [1:04:46] the school [1:04:47] level [1:04:47] with the [1:04:48] support [1:04:48] of our [1:04:48] supervisors. [1:04:49] Verbal na [1:04:50] lang yun [1:04:50] or even [1:04:51] just a [1:04:51] one-page [1:04:52] letter [1:04:53] from the [1:04:54] principal [1:04:54] or from [1:04:55] the teacher? [1:04:56] From [1:04:56] the [1:04:56] principal. [1:04:57] With the [1:04:58] support of [1:04:58] our [1:04:59] division [1:04:59] supervisor. [1:05:00] Correct. [1:05:01] And that's [1:05:02] you, [1:05:02] diba? [1:05:03] Ma'am [1:05:03] Aguinaldo, [1:05:04] you're a [1:05:05] principal, [1:05:05] diba? [1:05:07] Yes, [1:05:08] Mr. [1:05:08] Yes. [1:05:09] Narinig mo [1:05:09] naman lahat, [1:05:10] narinig mo. [1:05:11] Sinabi ng [1:05:12] central office, [1:05:13] tiwala kami [1:05:13] sa teachers, [1:05:14] we will [1:05:15] give them [1:05:15] a degree [1:05:16] of autonomy, [1:05:17] especially, [1:05:17] kasi gusto [1:05:18] natin yun, [1:05:18] kasi one [1:05:19] size does [1:05:20] not fit [1:05:20] all. [1:05:21] May mga [1:05:22] lugar na [1:05:22] talagang [1:05:23] yung [1:05:23] learnings [1:05:23] dapat iba-iba. [1:05:25] At [1:05:25] yung [1:05:25] kakayanan, [1:05:27] sabi nila, [1:05:27] re-respetuhin [1:05:29] nila yun. [1:05:30] Sabi ni [1:05:31] superintendent, [1:05:33] naiintindihan [1:05:33] niya yun, [1:05:34] and full support [1:05:35] si superintendent [1:05:35] doon. [1:05:36] Sabi lang niya, [1:05:37] tatanong niyo si [1:05:37] principal lang, [1:05:39] without additional [1:05:40] forms, [1:05:40] just a letter [1:05:41] siguro na, [1:05:42] hindi niyo [1:05:43] natapos yung [1:05:44] suggested. [1:05:45] Hindi niyo [1:05:46] natapos. [1:05:47] Sabihin ko lang, [1:05:47] tatanong ko lang [1:05:48] sa principal [1:05:48] kung bakit [1:05:49] okay kayo doon. [1:05:52] Actually, [1:05:52] meron po kami [1:05:53] yung mga [1:05:53] district supervisors [1:05:55] to give us [1:05:55] technical assistance [1:05:57] for that purpose. [1:05:58] Yes, yes. [1:05:58] So, [1:05:59] okay nga kayo doon. [1:06:01] Sasabihin sa iyo [1:06:01] ng assistant [1:06:03] SDS, [1:06:04] yung mga deputy, [1:06:06] yung superintendent [1:06:07] o technical support [1:06:08] para ma-determine [1:06:09] kung naabot ba [1:06:10] o hindi [1:06:11] yung competency [1:06:11] ng isang [1:06:12] teacher. [1:06:13] Yes. [1:06:14] Okay. [1:06:15] Ano, [1:06:15] okay ka doon, [1:06:16] di ba? [1:06:16] O anong [1:06:18] i-re-require mo [1:06:18] ngayon kay teacher? [1:06:20] As SDS, [1:06:22] Ibanez, [1:06:23] a while ago, [1:06:24] there is a [1:06:25] collaborative expertise [1:06:26] between teachers. [1:06:27] Correct, correct. [1:06:28] So, [1:06:28] pwede nilang [1:06:29] pag-usapan ko doon. [1:06:30] Hindi naman ikaw [1:06:30] ma'ng principal [1:06:31] ang nagkulang doon, [1:06:32] di ba? [1:06:33] Yes. [1:06:33] Kasi hindi naman [1:06:33] ikaw yung may [1:06:34] teaching load, [1:06:35] di ba? [1:06:36] Ang may teaching load, [1:06:37] ang may authority [1:06:38] to say, [1:06:39] hindi namin naabot [1:06:40] kasi hinabol ko [1:06:41] kung anong kaya [1:06:41] ng students ko. [1:06:42] Yung teacher, [1:06:43] yun, di ba? [1:06:44] Yes. [1:06:44] On your part, [1:06:45] as principal [1:06:46] of a particular school, [1:06:48] etong Don Gallo [1:06:49] National High School, [1:06:50] pag sinabi nga sa'yo [1:06:51] ngayon ang teacher mo, [1:06:53] ma'am, [1:06:54] in-adjust ko, [1:06:55] abulin ko nilang ito [1:06:56] sa next, [1:06:56] ano, [1:06:57] sa next sem. [1:06:58] Kasi medyo, [1:07:00] gusto ko, [1:07:01] mas ma-perfect pa [1:07:02] ng mga bata, [1:07:03] yung learning companies [1:07:04] ng mga, [1:07:05] yung mga building blocks niya. [1:07:07] O anong, [1:07:08] will you, [1:07:09] pag sinabi sa'yo [1:07:10] nga sa teacher yun, [1:07:11] that is acceptable? [1:07:12] Yes. [1:07:12] What will you require [1:07:13] of the teacher? [1:07:14] Nothing na. [1:07:15] Okay na kayo? [1:07:17] Kasulatan? [1:07:17] They will prepare [1:07:18] the competencies [1:07:19] to teach [1:07:20] the following [1:07:21] grading field. [1:07:23] Paano po yung [1:07:23] hindi nila lang? [1:07:24] Paano kung [1:07:25] 100, [1:07:26] can we ask [1:07:28] everybody [1:07:28] to tie it down [1:07:29] para makinig naman tayo? [1:07:31] Kung 100 competencies [1:07:32] for that sem, [1:07:34] ang naabot lang [1:07:35] ni teacher, [1:07:36] sampo? [1:07:38] That's impossible [1:07:39] kung sampo [1:07:40] ang naabot lang niya. [1:07:41] Why? [1:07:42] Impossible. [1:07:43] Kasi we have [1:07:44] four quarters. [1:07:46] No, no, no. [1:07:46] One sem lang. [1:07:47] For sem muna tayo. [1:07:48] Yes po. [1:07:48] And the one sem, [1:07:50] marami pong araw. [1:07:51] Kaya nga, [1:07:51] sa 100 na competency [1:07:52] para dun sa sem, [1:07:54] na suggested nila, [1:07:55] o ang naabot lang ni teacher, [1:07:58] 75 percent. [1:08:01] Okay yun o hindi? [1:08:03] Actually, [1:08:04] hindi pa rin. [1:08:05] Hindi pa rin pwede. [1:08:06] Paano nga kung 75 lang? [1:08:08] Kasi nga, [1:08:08] sabi ni teacher, [1:08:09] sinabi niya sa amin, [1:08:10] kami yung may autonomy. [1:08:12] Kami yung alam namin. [1:08:13] Alam namin dapat [1:08:14] kung paano mag-alim. [1:08:15] Adjust. [1:08:15] Tingin namin, [1:08:16] kung mag-proceed kami [1:08:18] sa remaining 25, [1:08:19] hindi rin nila na-master [1:08:20] yung first 75. [1:08:22] Sabi mo, [1:08:22] hindi acceptable yun. [1:08:24] Siguro po, [1:08:24] Mr. Chair, [1:08:25] may mga competencies [1:08:26] na pwedeng [1:08:27] pag-haluin [1:08:29] na doon sa mga [1:08:29] 100 competencies. [1:08:31] Assuming hindi umabot [1:08:32] sa 100 for 1 sem, [1:08:36] you will accept that [1:08:37] or you will require [1:08:38] the teacher to justify that? [1:08:39] Yes, [1:08:40] I will require the teacher [1:08:41] to justify [1:08:42] and make a list [1:08:44] of the competencies [1:08:45] na hindi niya nabot. [1:08:46] And then, [1:08:47] at that point, [1:08:48] doon ka lang mag-decide [1:08:49] kung acceptable yung exam [1:08:51] na binigay niya [1:08:51] kung papasa yung students [1:08:53] or hindi. [1:08:53] Yes, [1:08:54] you're on. [1:08:54] So, [1:08:54] possible na hindi [1:08:56] sasabihin mo, [1:08:57] hindi pa saan [1:08:57] yung students mo [1:08:58] dahil hindi naabot [1:08:59] ang certain number [1:09:00] of competencies. [1:09:01] Paano yun? [1:09:03] Pwede naman po kasing [1:09:08] makita based on [1:09:09] the results [1:09:11] of the performance [1:09:12] of the students. [1:09:14] Correct. [1:09:15] How will you see that [1:09:16] kung hindi nga maabot? [1:09:18] Sabi kasi ng DepEd, [1:09:19] hindi naman raw [1:09:20] kailangan [1:09:20] suggested nila [1:09:22] itong competencies [1:09:23] for the year. [1:09:25] Renake daw nila [1:09:26] into 3 semesters. [1:09:28] Pag hindi mo natapos [1:09:29] in the first semester, [1:09:31] pwede mong [1:09:31] i-carry over [1:09:32] sa second semester. [1:09:33] Ang tanong ni Teacher Ruby, [1:09:36] kung gagawin namin yun, [1:09:38] ano yung final exams [1:09:39] na bibigay namin [1:09:40] for that sem? [1:09:41] Ang sagot ng DepEd [1:09:42] kay Teacher Ruby, [1:09:44] ano, [1:09:45] i-empower namin kayo [1:09:46] na kayo nang gumawa [1:09:47] ng exams. [1:09:49] Kasi mas alam ninyo. [1:09:51] So, [1:09:51] ang tanong ko, [1:09:52] may additional paperwork [1:09:53] ba yun? [1:09:54] Secondly, [1:09:55] other than, [1:09:56] more importantly, [1:09:58] pwede nyo bang [1:09:58] i-vito [1:09:59] yung test nila? [1:10:02] Or pwede nyo i-vito [1:10:03] yung pagpasa niya [1:10:04] to the second semester? [1:10:05] Sabi ni Prinsip ni [1:10:09] Superintendent, [1:10:10] okay sa kanya yun. [1:10:12] You're three, [1:10:13] Central District, [1:10:15] and you all, [1:10:15] you all use this big word, [1:10:18] summation, [1:10:18] summation, [1:10:19] summation, [1:10:20] na hindi naman [1:10:20] naintindihan nun lahat. [1:10:22] Ano ibig sabihin nun? [1:10:23] Juro po, [1:10:28] I think, [1:10:29] ang DepEd [1:10:29] ay magbigay po [1:10:30] ng clear guidelines [1:10:31] on that. [1:10:32] Kung ano ang minimum? [1:10:34] Kung ano minimum? [1:10:34] Yes, Mr. Chair. [1:10:36] Teacher Ruby, [1:10:36] yung ba ang tinatanong mo? [1:10:38] So, kunyari, [1:10:39] may 100 for the first [1:10:40] semester, [1:10:42] at least man lang [1:10:43] may minimum. [1:10:44] Central, [1:10:45] meron ba kayong [1:10:46] ibibigay na [1:10:48] at least minimum? [1:10:50] Pwede po namin [1:10:50] i-discuss yun, [1:10:51] Mr. Chair. [1:10:52] I'll get back. [1:10:53] Again, [1:10:54] sorry, [1:10:54] Director Gerson, [1:10:55] kailan kaya natin [1:10:57] malalaman [1:10:57] itong minimum na ito [1:10:58] per sem [1:10:59] at for the year? [1:11:01] Hindi kasi, [1:11:02] yun yung alinlangan [1:11:03] talaga ni Teacher Ruby [1:11:04] kanina pa eh, [1:11:05] at yung last ano. [1:11:06] Kaya nga, [1:11:06] kahit nasabihin ko sa kanya, [1:11:08] may birth pains ito, [1:11:09] Teacher Ruby, [1:11:10] intindihin mo ng konti. [1:11:12] Sinabi na nga niya sa atin ngayon, [1:11:13] oo, [1:11:14] sige, [1:11:14] may birth pains. [1:11:15] Pero merong mga minimum [1:11:17] na hindi namin [1:11:17] we cannot live without. [1:11:20] So, [1:11:20] saan tayo doon din? [1:11:21] Pasensya na, [1:11:22] Director Gerson, [1:11:22] pero maybe this is [1:11:24] the right venue for you. [1:11:25] Yes, [1:11:25] Mr. Chair. [1:11:26] And just to clarify po, [1:11:27] ang nariridig ko po ngayon [1:11:28] sa conversation natin, [1:11:29] parang yung [1:11:30] difficult balance [1:11:31] of giving teachers [1:11:32] autonomy and flexibility, [1:11:34] but at the same time, [1:11:35] ensuring quality [1:11:35] and ensuring that [1:11:36] there's accountability. [1:11:37] And also for the teacher [1:11:38] to know na [1:11:39] hindi nyo sila papagalitan [1:11:41] sa kahuli-hulian [1:11:42] or [1:11:42] that you will not burden them [1:11:44] and add to these [1:11:46] forms ulit. [1:11:49] You will take a look at that? [1:11:50] Yes, [1:11:51] we will, [1:11:51] Mr. Chair. [1:11:52] Promise? [1:11:53] Yes. [1:11:53] And private schools [1:11:54] is not yet included. [1:11:56] Hindi pa private schools, [1:11:57] hindi pa private schools. [1:11:59] Honorable tin nyo din, [1:12:00] Dr. Loreta, [1:12:01] I will call you, [1:12:01] don't worry. [1:12:02] Honorable tin nyo muna. [1:12:03] Well, Chair, [1:12:05] ito nga yung nirais natin [1:12:06] kahit nung last hearing, [1:12:10] yung question I was asking, [1:12:12] ano na nangyari dun sa milk, [1:12:14] diba? [1:12:15] Minimum, [1:12:16] ano nga yan? [1:12:17] Most essential. [1:12:18] Most essential [1:12:18] learning copy test. [1:12:20] That's correct. [1:12:20] Tapos categorically, [1:12:21] sinabi ng mga taga-deped, [1:12:23] wala na po yan. [1:12:26] Flexibility na po. [1:12:27] That is correct. [1:12:28] Until now, [1:12:28] yun ang sinasabi nyo. [1:12:29] Until now, [1:12:30] individual teacher [1:12:31] will have flexibility [1:12:32] in the classroom. [1:12:33] Ngayon, [1:12:34] I have sympathy [1:12:35] for the administrators, [1:12:38] like the school heads, [1:12:39] na meron kang, [1:12:41] let's say, [1:12:41] 50 teachers [1:12:42] in your school. [1:12:45] Ngayon, [1:12:46] ang sinasabi nila, [1:12:47] well, [1:12:47] bawat isa dyan [1:12:48] may unique, [1:12:50] unique na kaso. [1:12:52] Ibig sabihin, [1:12:53] iba-iba talaga [1:12:54] sa isang term, [1:12:56] iba ang test nila. [1:12:58] And all of these [1:12:59] will have to be [1:13:00] reviewed [1:13:01] by our school head [1:13:03] and then approved [1:13:04] and then she has [1:13:05] to make sure [1:13:06] na at the end [1:13:07] of the term [1:13:08] and the end [1:13:09] of the school year, [1:13:10] lahat ng mga competencies [1:13:11] somehow [1:13:12] ay na-cover. [1:13:14] Hindi rin. [1:13:14] They're not saying that. [1:13:16] They are saying, [1:13:17] let's not put words [1:13:18] into the bounds. [1:13:19] Ang sinasabi nila sa atin, [1:13:20] meron silang suggested [1:13:22] learning competencies [1:13:24] per level [1:13:25] per year. [1:13:26] And they have [1:13:27] a suggested breakdown [1:13:29] per semester. [1:13:31] Pero, [1:13:32] na-understand rin [1:13:32] ng DepEd [1:13:33] because part of [1:13:35] basic governance natin [1:13:36] which we are pushing [1:13:37] also since 2003 [1:13:39] but we've been pushing [1:13:40] that finally, [1:13:42] magtiwala naman tayo [1:13:43] sa teachers natin [1:13:43] because they know [1:13:44] better than us. [1:13:46] May birth pains [1:13:47] pero, [1:13:47] ang sinasabi nila, [1:13:49] yung suggested namin [1:13:50] for that first SEM, [1:13:52] pwede nyo i-carry over [1:13:53] yung hindi matatapos [1:13:54] to the second SEM. [1:13:55] Pwede nyo mako-carry over [1:13:57] into the third SEM. [1:13:58] Ang tiwala namin ngayon [1:14:01] nasa inyo [1:14:01] pero, [1:14:02] the question really being asked [1:14:03] is, [1:14:04] ano yung minimum noon? [1:14:05] Kasi yung quality. [1:14:07] Yes, [1:14:07] and at the end, [1:14:09] okay, [1:14:09] pwede maki-carry over [1:14:10] but at the end [1:14:10] of the school year, [1:14:11] what happens? [1:14:12] Hindi rin necessary [1:14:13] matapos lahat. [1:14:15] Yun ang sinasabi [1:14:15] ng DepEd. [1:14:15] Hindi nasasaring [1:14:16] matapos lahat. [1:14:17] Yun ba talaga [1:14:18] ang sinasabi [1:14:18] ng DepEd? [1:14:20] And yet, [1:14:21] meron pa rin kayong [1:14:22] NOT. [1:14:23] Tama ba? [1:14:24] Or are you doing [1:14:25] away with the NOT? [1:14:26] The NOT remains. [1:14:27] The NOT remains. [1:14:28] At the end of the year. [1:14:29] So, ano pagbabataya [1:14:30] nung NOT? [1:14:30] Well, [1:14:31] that NOT, [1:14:31] I assume, [1:14:32] can be adjusted [1:14:32] based on the whole [1:14:33] But how will you [1:14:35] adjust it if [1:14:36] iba-iba nga yung [1:14:37] level? [1:14:40] No? [1:14:40] At iba-iba yung [1:14:41] level per class? [1:14:44] No? [1:14:45] So, [1:14:46] sa totoo lang, [1:14:47] parang, [1:14:50] I'm sorry to say this, [1:14:51] parang, [1:14:52] hindi talaga [1:14:53] lapat sa lupa [1:14:54] yung sinasabi [1:14:56] nyong [1:14:56] flexible [1:14:58] model. [1:14:59] In the end, [1:15:00] ano mangyayari [1:15:01] dyan? [1:15:01] Kaya nga yung [1:15:02] ating school head [1:15:03] sinasabi nila, [1:15:04] we want clear [1:15:05] guidelines. [1:15:06] Because in the end, [1:15:07] yung central office [1:15:08] magbababa [1:15:09] ng NOT. [1:15:09] Correct. [1:15:10] At pagka [1:15:12] mababa [1:15:13] yung [1:15:14] achievement [1:15:15] results, [1:15:17] o sino [1:15:17] ang [1:15:17] mapuputokan [1:15:19] dito, [1:15:20] diba? [1:15:21] Either that [1:15:22] or [1:15:22] mangyayari [1:15:23] na naman [1:15:23] dito ay [1:15:24] papasa sila [1:15:26] somehow. [1:15:28] Parang, [1:15:28] you know, [1:15:30] yun ang sinasabing [1:15:31] mass promotion [1:15:32] or whatever, [1:15:33] walang official [1:15:33] policy, [1:15:34] pero [1:15:34] parang ganyan [1:15:36] nang nangyayari. [1:15:37] So, [1:15:37] kaya nga po, [1:15:39] you know, [1:15:41] yun ang kailangan [1:15:41] ng lahat. [1:15:42] Kailangan [1:15:43] merong [1:15:43] most essential. [1:15:46] Pero inalis nyo. [1:15:48] Again, [1:15:49] Director Jerson, [1:15:51] Dr. [1:15:52] Jenny, [1:15:53] I think [1:15:53] you are [1:15:54] hearing [1:15:54] many of the, [1:15:55] you have [1:15:56] to really [1:15:56] discuss [1:15:56] these things. [1:15:57] Kasi yung [1:15:58] sa regional, [1:15:59] sa superintendent, [1:16:01] talagang [1:16:01] kakampinin nyo, [1:16:02] pati principal. [1:16:03] Pero ang problema [1:16:05] nga is [1:16:05] yung pinakabipa, [1:16:07] ano nga [1:16:07] kung hindi matapos? [1:16:09] So, [1:16:09] we will have [1:16:09] another hearing [1:16:10] also, [1:16:11] open-ended [1:16:12] muna tayo [1:16:12] dito. [1:16:12] Again, [1:16:13] ano, [1:16:14] we have to go [1:16:15] towards this [1:16:15] direction. [1:16:16] Pasensya na [1:16:17] sa lahat. [1:16:18] Because [1:16:19] ako, [1:16:20] lahat na [1:16:20] nakakusap [1:16:21] kung teachers, [1:16:21] talagang [1:16:22] sa totoo lang, [1:16:23] kahit [1:16:24] organized or [1:16:24] unorganized, [1:16:25] alam nila [1:16:26] ang tama eh. [1:16:27] And they want [1:16:28] this autonomy. [1:16:29] But then, [1:16:29] they must be [1:16:30] given [1:16:30] not only the [1:16:33] flexibility, [1:16:34] pero the [1:16:34] confidence to do it. [1:16:35] Na may backing [1:16:36] sila ng [1:16:37] central office [1:16:38] when they start [1:16:39] implementing [1:16:40] yung binibigay [1:16:41] niyo [1:16:41] autonomy. [1:16:43] Director [1:16:43] Torre Campo, [1:16:45] could you [1:16:45] also, [1:16:47] SDS, [1:16:48] di ba? [1:16:48] Yes. [1:16:49] Schools [1:16:49] division, [1:16:50] Secretary [1:16:51] Torre Campo. [1:16:55] That issue, [1:16:56] sir, [1:16:56] is one of [1:16:56] the discussions [1:16:57] we had [1:16:58] about the [1:16:59] flexibility. [1:17:00] Okay naman po, [1:17:01] sir, [1:17:01] dun sa mga [1:17:02] magagaling na [1:17:03] teachers na [1:17:03] they can [1:17:04] adjust with [1:17:06] the competencies. [1:17:07] But the [1:17:08] problem, [1:17:08] sir, [1:17:08] hindi mo po [1:17:09] masisigurado [1:17:10] talaga na [1:17:10] yung lahat [1:17:11] ay kayang [1:17:12] mag-budget [1:17:14] of work. [1:17:15] Ako, [1:17:15] sir, [1:17:15] trained po [1:17:16] kasi ako [1:17:16] kapag [1:17:16] binaba po [1:17:17] yung budget [1:17:18] of work. [1:17:19] In the [1:17:20] divisions [1:17:20] I passed [1:17:21] binabudget [1:17:23] po namin, [1:17:23] minimit [1:17:24] po lahat [1:17:25] ng [1:17:25] supervisors [1:17:25] per subject [1:17:27] para po [1:17:28] pag [1:17:29] inaayos po [1:17:30] namin yung [1:17:31] time schedule [1:17:32] itong [1:17:32] subject, [1:17:33] itong [1:17:33] competency [1:17:33] na to, [1:17:34] ilang [1:17:34] araw [1:17:34] ito [1:17:34] kuunin. [1:17:36] Para po [1:17:36] pag [1:17:36] simula [1:17:37] ng school, [1:17:39] may guide [1:17:39] po yung [1:17:40] mga [1:17:40] teachers. [1:17:41] Guide [1:17:41] to [1:17:41] sir. [1:17:41] Director [1:17:42] Torre Campo, [1:17:43] pagdating [1:17:43] nung [1:17:44] sa school [1:17:45] ninyo, [1:17:46] yung head [1:17:46] kunyari [1:17:47] nung [1:17:47] a [1:17:48] particular [1:17:48] program, [1:17:49] yun, [1:17:50] walang [1:17:50] question, [1:17:50] kaya nilang [1:17:51] gumawa ng budget [1:17:52] of work. [1:17:52] Sir, [1:17:53] dapat po [1:17:53] division office, [1:17:54] pag, [1:17:55] dati po, [1:17:57] nung last time po, [1:17:58] nanguna po [1:17:59] ang NTR. [1:17:59] division office [1:18:01] nga pala, [1:18:02] division office, [1:18:02] kayong gagawa, [1:18:03] imeet mo yung [1:18:04] mga [1:18:04] specialist, [1:18:05] mga [1:18:05] supervisors, [1:18:06] and then you [1:18:07] will make your, [1:18:08] inuupuan po namin [1:18:09] by grade [1:18:10] level, [1:18:11] by subject, [1:18:13] para po [1:18:13] malaman namin. [1:18:14] Ngayon, [1:18:15] Dr. Torre Campo, [1:18:16] dati kasi, [1:18:16] walang gano'n eh, [1:18:17] walang suggested [1:18:18] rawang central. [1:18:20] Sabi nila [1:18:20] kanina, [1:18:21] correct me if I'm [1:18:21] wrong, [1:18:21] anytime, [1:18:22] dati wala [1:18:23] kayong suggested, [1:18:24] ngayon meron na. [1:18:25] Ibababaan nyo [1:18:25] ngayon sa regional, [1:18:27] ibababa sa inyo. [1:18:28] May kita nyo [1:18:28] ngayon yung [1:18:29] suggested [1:18:29] ni central. [1:18:30] Opo, [1:18:30] sir, [1:18:31] wala po silang [1:18:32] sked eh. [1:18:33] So, [1:18:33] ang gagawin po, [1:18:33] one week to do [1:18:34] this, [1:18:35] yun, [1:18:35] yun, [1:18:35] correct. [1:18:35] Yes, sir, [1:18:35] meron. [1:18:36] Ngayon, sir, [1:18:37] ginagawa po namin [1:18:37] by, [1:18:38] ginagawa po po namin, [1:18:39] ini-specify po po namin [1:18:40] by days. [1:18:41] What if you [1:18:42] don't agree [1:18:43] with the central office? [1:18:45] Yung po nga po, [1:18:46] sir, [1:18:46] ang pinakikiusap namin [1:18:47] sa central na. [1:18:49] Kung hindi kayo [1:18:49] nag-agree, [1:18:50] pwedeng masunod yung inyo. [1:18:51] Kasi naman po, [1:18:52] suggested naman po [1:18:53] sa teachers. [1:18:54] Anong sagot nyo doon? [1:18:55] Yes po, [1:18:56] meron pong flexibility. [1:18:57] Opo. [1:18:58] So, [1:18:58] meron kayo. [1:18:59] Assuming ngayon, [1:19:00] may suggested kayo, [1:19:02] divisions office ka, [1:19:03] ibababaan nyo ngayon [1:19:04] kay principal. [1:19:05] School po. [1:19:06] O paano kung si principal [1:19:07] ngayon, [1:19:08] yung budget of work na yun, [1:19:09] may suggestion siya, [1:19:10] pwede niyang galawin yun [1:19:11] on her own, [1:19:12] his own, [1:19:13] o babalik siya sa inyo. [1:19:14] Sir, [1:19:15] basta po, [1:19:16] within the time frame pa rin po, [1:19:17] ay dapat po... [1:19:19] Ma'am Aguinaldo, [1:19:21] ikaw ngayon, [1:19:21] tapos na si SDS, [1:19:23] papasan niya ngayon sa iyo. [1:19:26] Diba? [1:19:26] School head. [1:19:27] Sasabihin niya sa inyo, [1:19:28] o, [1:19:28] ito yung sabi ni central, [1:19:30] na correct na namin yan, [1:19:31] medyo mali sila. [1:19:33] Or, [1:19:33] or, [1:19:34] irinivise namin. [1:19:35] So, [1:19:35] ito yung suggested [1:19:37] ng divisions office. [1:19:39] Do you review that, [1:19:40] or do you accept that as is, [1:19:42] and just pass it on to your teacher? [1:19:43] We will review first, [1:19:45] Mr. Chair. [1:19:46] Who are, [1:19:47] who is we? [1:19:48] The teachers involved. [1:19:50] So, [1:19:50] you will call all your teachers? [1:19:52] For subject area. [1:19:53] For subject area. [1:19:53] Ano ito? [1:19:54] Through the LAC? [1:19:55] Or special meeting? [1:19:56] Yes. [1:19:57] LAC session. [1:19:58] LAC session, [1:19:59] which is held once a month, [1:20:00] once a week? [1:20:01] Twice a month. [1:20:02] Twice a month. [1:20:03] Ako, [1:20:03] sapin niyo ngayon yung LAC sa LAC, [1:20:05] yung iba-ibang teachers ninyo per program, [1:20:08] tatanungin niyo, [1:20:08] ito yung suggestion. [1:20:09] Yes. [1:20:10] But, [1:20:10] they will validate, [1:20:12] or, [1:20:13] tignan nilang mabuti kung, [1:20:14] kaya nila, [1:20:16] in the particular days, [1:20:18] week. [1:20:18] Yes. [1:20:18] Paano kung may magrace na hand si Teacher Rubi? [1:20:21] Matuturo na ngayon siya sa Dondalo National High School. [1:20:24] Sabihin niyo, [1:20:24] Teacher Rubi sa inyo, [1:20:26] Principal Aguinaldo, [1:20:28] hindi namin matatapos lahat. [1:20:30] Ano sasabihin niyo ngayon? [1:20:32] Sasabihin ko po sa kanila, [1:20:33] they will draft, [1:20:35] kung ano yung mga hindi matapos, [1:20:36] and I will consult the superintendent for that. [1:20:39] So, [1:20:39] ano lang yun? [1:20:40] Just a simple, [1:20:40] hindi naman additional form na napakira. [1:20:42] Hindi naman. [1:20:43] Teacher Rubi, [1:20:45] hindi naman po. [1:20:46] What do you think, [1:20:47] Teacher Rubi? [1:20:49] Yes, [1:20:49] Mr. Chair. [1:20:50] Thank you po. [1:20:50] You get my point. [1:20:52] Yun po talaga, [1:20:52] ang worry lang talaga namin, [1:20:54] yung makadagdag pa talaga, [1:20:55] ito sa mga teachers. [1:20:56] Pero yung autonomy, [1:20:57] that's good. [1:20:58] Ang sinasabi ni, [1:20:59] ang sinasabi ni, [1:21:00] I'll finish lang, [1:21:01] ni Director Gerson, [1:21:03] Ma'am Jenia, [1:21:05] again, [1:21:05] ano, [1:21:05] yung pinaka-importanting point na, [1:21:07] isa pa, [1:21:07] sinabi ni Teacher Tinio tuloy, [1:21:10] ni Honorable Tinio, [1:21:12] yung end of year rin. [1:21:15] Kasi, [1:21:15] pag hindi natapos, [1:21:16] iba-iba, [1:21:16] papano ang natin, [1:21:20] di ba? [1:21:20] I think you should know, [1:21:22] or have, [1:21:23] iba-ibang alternatives ngayon, [1:21:26] if that is possible, [1:21:27] kung ano, [1:21:28] how to handle that, [1:21:29] or how to respond to that. [1:21:31] Or yung pinaka, [1:21:32] yung pinaka, [1:21:33] sa 100 for the whole year, [1:21:35] ano, [1:21:36] yung minimum, [1:21:36] yung 80, [1:21:37] yung 20, [1:21:38] baka pwede nyo yung gawin, [1:21:39] bonus questions. [1:21:40] Sa atin, [1:21:40] may ganun eh. [1:21:42] Yung elementary ako, [1:21:43] may bonus questions [1:21:43] ang teacher sa huli, [1:21:44] eh, [1:21:45] para ma-increase mo yung grade mo eh. [1:21:47] Honorable Tinio. [1:21:49] Chair, [1:21:50] I distinctly remember, [1:21:52] and the records, [1:21:54] I'm sure, [1:21:54] will bear me out, [1:21:56] yung si Asik Buendiaje. [1:21:58] He was explaining flexibility. [1:22:00] Tapos, [1:22:00] sinabi nga niya, [1:22:01] meron kaming nilabas na competencies, [1:22:04] binaba namin sa regions and divisions. [1:22:06] Tapos, [1:22:06] pinupuna niya, [1:22:07] sabi niya, [1:22:08] ang problema, [1:22:09] yung mga division, [1:22:09] naglagay sila ng mga suggested days [1:22:14] per competency, [1:22:16] which according to him, [1:22:18] that defeats the very concept [1:22:19] of flexibility, [1:22:21] giving flexibility to the individual teacher. [1:22:24] So, [1:22:25] yun ang intindi ko [1:22:27] sa gusto mangyari ng dev ed. [1:22:30] Talagang radical flexibility, [1:22:32] meaning, [1:22:33] ito competencies teacher, [1:22:34] ikaw nung bahala. [1:22:36] Narinig na ba natin [1:22:37] ng isang STS, [1:22:38] si SDS po, [1:22:39] no? [1:22:40] SDS Territory Campus, [1:22:41] sabi niya, [1:22:42] para matulungan ang aming mga teacher, [1:22:44] kami na ang naglagay. [1:22:45] Diba? [1:22:46] Yun ang sinabi niya, ma'am? [1:22:47] Per competency, [1:22:49] five days for this, [1:22:51] three days for that, [1:22:52] and so on and so forth. [1:22:53] So, [1:22:55] ngayon palang nakikita natin [1:22:56] na [1:22:57] hindi po [1:22:58] nagtutugma eh, [1:23:00] yung guidance ng Central [1:23:01] o yung gusto mangyari [1:23:03] ng Central [1:23:04] at saka yung nasa field [1:23:06] because alam nila, [1:23:08] I mean, [1:23:08] you know, [1:23:09] ako, [1:23:10] pinalagahan ko rin [1:23:11] yung [1:23:11] yung [1:23:12] alam nila [1:23:15] ng division [1:23:16] at saka ng school head, [1:23:17] alam nila na [1:23:18] practical terms, [1:23:21] no? [1:23:21] Yes, [1:23:22] there can be [1:23:22] flexibility, [1:23:24] pero merong [1:23:24] minimum guidance. [1:23:28] Otherwise, [1:23:29] edi iba-iba na yan, [1:23:30] diba? [1:23:31] You know, [1:23:33] we were talking about [1:23:34] 42,000 ba? [1:23:37] 42,000 schools [1:23:39] and 47,000 schools [1:23:44] here [1:23:45] and how many classes? [1:23:47] Okay, [1:23:47] Honorable Tino, [1:23:49] para we're all on the same page, [1:23:51] but I can be corrected, [1:23:52] baka mali yung rinig ko. [1:23:53] Ang sinasabi ni Director [1:23:55] Jerson [1:23:55] kanina, [1:23:56] ang kasama [1:23:57] dun sa budget of work [1:23:58] na bababa [1:23:59] daling sa sentral [1:24:00] is really [1:24:02] yung suggested lang nila [1:24:03] na [1:24:04] how long [1:24:05] you should take [1:24:06] in [1:24:07] this particular competencies [1:24:09] or competencies, [1:24:11] meaning [1:24:11] two days dyan [1:24:12] or one week. [1:24:13] Ang [1:24:14] kay [1:24:14] superintendent [1:24:16] natin, [1:24:17] sila naman [1:24:17] ipoputin nila [1:24:19] into the weeks na, [1:24:20] ilang weeks. [1:24:21] So, [1:24:21] hindi pa tayo [1:24:22] nagkakaroon doon [1:24:22] ng problema eh. [1:24:23] Kasi [1:24:24] kanila naman is [1:24:25] week one, [1:24:26] dapat matapos ninyo [1:24:27] yung sinasabi nilang [1:24:28] in one week [1:24:29] na matapos ninyo. [1:24:30] And then, [1:24:30] pupunta kay [1:24:31] Ma'am Aguinaldo [1:24:32] who is the school head [1:24:32] and meet niya ngayon [1:24:34] yung teachers niya [1:24:35] and then, [1:24:36] from there, [1:24:36] pabalik na naman [1:24:37] kung may mali. [1:24:38] Pero, [1:24:39] ang issue nga, [1:24:39] yung sinasabi mong issue [1:24:40] still remains [1:24:42] and walang sagot [1:24:43] dun sa tanong mo kanina, [1:24:44] Honorable Tonshi, [1:24:46] papano [1:24:47] kung hindi matapos, [1:24:48] papano yung, [1:24:49] ano yung, [1:24:51] kasi kung hindi, [1:24:54] di ba, [1:24:54] ang sinasabi, [1:24:55] correct me if I'm wrong rin, [1:24:56] Honorable Tino, [1:24:57] ang endgame rin kasi, [1:24:59] iwala tayo talaga [1:25:00] sa teachers [1:25:01] walang problema. [1:25:02] Pero, [1:25:02] papano kung, [1:25:04] sinabi kong example kanina, [1:25:06] sabi ni Ma'am Torricampo [1:25:07] o Ma'am Aguinaldo, [1:25:07] impossible, [1:25:08] papano kung [1:25:09] Ato 100, [1:25:10] sampu lang ang matapos? [1:25:12] Papano yung kalidad naman [1:25:13] ng edukasyon? [1:25:15] Honorable Gatchalian? [1:25:18] Mr. Chair, [1:25:18] yan yung concern ko. [1:25:20] Ang kinakatakutan ko dito, [1:25:22] by end of the last term, [1:25:24] which is the third term, [1:25:25] baka nag-pile up na yung competencies, [1:25:28] patong-patong, [1:25:29] either i-cram nila [1:25:30] or hindi nila matapos, [1:25:32] mag-suffer yung quality [1:25:33] ng education. [1:25:34] So, [1:25:34] siguro, [1:25:35] yun nga, [1:25:35] kailangan ng mga teachers [1:25:37] ng guidance nga [1:25:38] and how [1:25:39] para hindi mangyari [1:25:40] itong effect na ito? [1:25:42] Kasi, [1:25:43] mag-ano yun, [1:25:43] mag-papatong talaga yan eh, [1:25:46] mag-accumulate yan eh. [1:25:49] So, [1:25:50] Honorable Gatchalian, [1:25:54] naniniwala ko [1:25:55] kayo ng teacher eh. [1:25:56] Lahat ng kausap kong teacher, [1:25:57] in fact, [1:25:58] even sa textbooks eh. [1:25:59] Ang gusto nga na, [1:26:00] ang suggestion sa akin [1:26:01] naman ng ibang teachers, [1:26:03] bakit hindi na lang kami [1:26:04] yung gumawa ng sarili namin? [1:26:05] Kasi mas alam pa namin eh. [1:26:06] At alam namin yung level [1:26:08] nung, [1:26:09] in fact, [1:26:10] the teachers know eh. [1:26:11] In fact, [1:26:12] may malasakit rin sila eh. [1:26:13] So, [1:26:14] hindi ako nagdududa na magagawa nila [1:26:16] actually yung ano, [1:26:17] pero what if, [1:26:17] yung konting what if na yun. [1:26:19] Mr. Church, [1:26:20] siguro kailan ng precautionary? [1:26:21] Kasi sabihin natin, [1:26:22] for the most part, [1:26:23] nagawa, [1:26:23] pero there will be [1:26:24] exceptions, [1:26:26] na mga ilan. [1:26:27] Siguro na, [1:26:28] behind, [1:26:29] kawawan naman yung bata [1:26:30] na mga behind doon [1:26:31] kung may ganun na [1:26:32] scenario. [1:26:33] Eh, [1:26:33] sana makover natin yun [1:26:35] cases na ganun [1:26:37] para at least [1:26:37] clear-cut sa mga teachers rin po. [1:26:40] Thank you, Mr. Church. [1:26:40] We'll expect a, [1:26:42] kailan nyo kaya, [1:26:43] kahit in writing, [1:26:44] mapadala sa committee na to. [1:26:45] Para, [1:26:46] I think yung [1:26:47] Honorable Tonchitinho [1:26:48] has been [1:26:49] mentioning this [1:26:50] since the [1:26:51] previous, [1:26:52] previous hearings [1:26:53] on this matter. [1:26:55] So, [1:26:55] I think [1:26:56] the committee [1:26:57] deserves [1:26:59] and the members deserve [1:27:00] a registered response [1:27:01] from DepEd. [1:27:03] Maaring kung ano yung [1:27:04] hakbang na ginagawa ninyo, [1:27:05] ano yung plano, [1:27:06] ano yung objective. [1:27:07] Para sa next hearing naman, [1:27:09] baka sakali naman [1:27:10] we can go to another issue. [1:27:12] Hindi pa ulit-ulit [1:27:13] kasi walang sagot eh. [1:27:15] Sorry ah, [1:27:16] I don't mean anything [1:27:17] negative about that. [1:27:18] Pero sa totoo, [1:27:19] naintindihan nyo kayo nga, [1:27:20] si Director Gerson [1:27:21] understands exactly the issue eh. [1:27:23] Kasi yung quality [1:27:24] siya nagbanggit eh. [1:27:25] So, [1:27:26] he understands [1:27:27] kung ano yung concern [1:27:28] rin ng lahat eh. [1:27:30] Sa ating mga principal, [1:27:32] sa ating superintendent, [1:27:33] sa teacher Ruby, [1:27:35] ang private sector, [1:27:36] ano ah, [1:27:36] huwag na muna kasi [1:27:37] hindi naman kayo [1:27:37] affected pa eh. [1:27:41] Yes, [1:27:41] but you are not required, [1:27:42] you're not mandatory. [1:27:43] Eh, [1:27:43] ito mandatory sa DepEd schools eh. [1:27:45] So, [1:27:46] but we will. [1:27:48] We will go to you. [1:27:49] But for these purposes lang, [1:27:51] ah, [1:27:51] gusto ko lang [1:27:51] ma-resolve yung issues [1:27:53] nung talagang ma-affect [1:27:54] nung pag-simula [1:27:55] ng June 6 ma [1:27:57] or 8? [1:27:58] Nung June 8. [1:27:58] Okay, [1:28:00] pero sige, [1:28:00] para ma-rap up natin, [1:28:02] I will give [1:28:03] one minute each lang ah. [1:28:06] Ma'am Lourdes, [1:28:07] because you attend [1:28:08] all our hearings, [1:28:09] we value your inputs. [1:28:11] Thank you, [1:28:12] Honorable Chairman Romulo. [1:28:15] Actually, [1:28:16] we are very much [1:28:17] brief about this [1:28:19] because we were already [1:28:20] asked to attend twice. [1:28:22] One was held [1:28:23] in Tanghalang Pasigeno, [1:28:25] that DepEd officials [1:28:26] were there, [1:28:27] and then kaming mga [1:28:28] private school [1:28:29] nasa Rizal Theater [1:28:30] and then all others, [1:28:31] yung mga [1:28:31] Philippine Cultural Schools [1:28:33] sa Manila [1:28:34] and all others, [1:28:35] Valenzuela. [1:28:36] Marami. [1:28:36] So, [1:28:37] they really try their best [1:28:38] for us to have an appreciation. [1:28:40] And then, [1:28:40] the latest was last week [1:28:41] wherein we were [1:28:42] at Lourdes School of Bandaluyong, [1:28:44] wherein the theater [1:28:45] was filled with [1:28:46] almost 700 [1:28:47] and then 300 more [1:28:49] in Albacina Hall. [1:28:50] Yes, [1:28:51] okay na tayo still. [1:28:52] So, [1:28:52] that time po, [1:28:53] we were encouraged, [1:28:54] all private schools [1:28:55] were encouraged [1:28:56] nasabayan namin, [1:28:57] although kung hindi kaya, [1:28:58] pwede kami next year. [1:28:59] Yes. [1:29:00] Pero what I'm pointing [1:29:00] is that I really appreciated [1:29:02] what EDCOM 2 [1:29:03] presented a while ago. [1:29:05] They are all [1:29:05] very much valid. [1:29:06] Sana po, [1:29:07] i-review natin yun. [1:29:08] Let's discern on that. [1:29:09] And then, [1:29:10] I also appreciate [1:29:11] the program of DepEd [1:29:12] kasi alam kong [1:29:13] lahat ang mga reforms. [1:29:14] Talagang, [1:29:15] gusto natin [1:29:15] gumawa ng something [1:29:17] to address the problem, [1:29:19] especially on literacy, [1:29:20] number 80 na tayo [1:29:21] out of 80 countries. [1:29:23] Pero, [1:29:23] sana po, [1:29:24] tignan din natin na [1:29:25] the success [1:29:26] in any undertaking, [1:29:28] for it to be assured, [1:29:29] kailangan po yung [1:29:30] planning and preparation, [1:29:31] which I feel [1:29:32] yun ang kulang, [1:29:33] kaya nangawa ako [1:29:34] sa mga teachers [1:29:34] natin din sa public. [1:29:35] Okay. [1:29:36] Ma'am Lourdes, [1:29:37] let's go straight to ito. [1:29:37] Kasi, [1:29:38] nandito na tayo [1:29:38] sa specific issues. [1:29:39] Yes, [1:29:40] ang point po, [1:29:41] congressman, [1:29:42] yung mga teacher natin, [1:29:44] sanay sila ng four, [1:29:45] kasi isa lang naman [1:29:46] ang gusto natin. [1:29:46] They're there already. [1:29:49] Nandito na tayo, [1:29:49] huwag na tayo [1:29:50] sa motherhood statements. [1:29:52] Ang problema po natin, [1:29:54] specific questions. [1:29:55] Ang sinabi sa atin, [1:29:56] budget of work, [1:29:57] we've resolved that. [1:29:58] Apo. [1:29:59] Ang problem po natin, [1:30:01] silang papagawain natin [1:30:03] na exam na [1:30:04] dependent kasi [1:30:05] dun nga sa profile [1:30:06] ng trainer. [1:30:06] Una, [1:30:07] sabi natin, [1:30:07] nakita ko po eh, [1:30:08] araw program after class. [1:30:10] Wala pa tayo sa araw program, [1:30:12] please. [1:30:12] Hindi, [1:30:12] gusto ko po kasi [1:30:13] i-recommend. [1:30:13] Dito muna tayo sa academics. [1:30:14] Mag-work po kasi [1:30:15] itong program na to. [1:30:16] Kung lahat yung bata [1:30:17] na hindi pa sila literate, [1:30:19] magkakasama sa classroom, [1:30:20] kasi kawawa ang teacher, [1:30:21] na mix ang class niya, [1:30:23] ang profile ng student, [1:30:25] and ito hindi niya [1:30:26] naiintindihan, [1:30:27] andyan lang yung bata, [1:30:28] nahihirapan, [1:30:29] pero mamaya pa kasi [1:30:30] siya i-address eh, [1:30:31] after class pa. [1:30:32] So napakahira po sa teacher [1:30:34] nun para talagang [1:30:35] mamit niya [1:30:36] yung competency [1:30:37] na nire-require [1:30:38] kasi yung mix [1:30:40] at profile [1:30:41] ng kanyang mga student [1:30:42] inside the classroom. [1:30:44] And then, [1:30:45] congressman kasi po [1:30:46] yung mga teachers, [1:30:47] meron na silang set of [1:30:48] mga exam nila, [1:30:49] tama po ang sinabi ng DepEd, [1:30:51] binibigay lang in the past [1:30:52] ang minimum learning competency. [1:30:53] So tama po yun, [1:30:54] bahala ang teacher, [1:30:55] siya gumagawa ng mga exam [1:30:56] yan and everything. [1:30:57] Mam Lourdes, [1:30:57] I think we understand already. [1:30:59] Okay, [1:30:59] pasensya na mam Lourdes, [1:31:00] medyo, [1:31:01] napang-usapan na lahat yan. [1:31:03] May hirapan po kasi sila. [1:31:04] Let's move on to the next na. [1:31:06] May hirapan po sila [1:31:07] na gagawin yun. [1:31:08] submit the writing, [1:31:09] we will give it to them [1:31:10] para ano, [1:31:10] but huwag na pa ulit-ulit kasi [1:31:12] kasi we are now here [1:31:13] in that specific na tayo [1:31:15] na mention na ni teacher [1:31:17] Ruby yung budget of work. [1:31:18] I want to tackle it [1:31:19] per problem, [1:31:20] hindi na yung general. [1:31:21] Last na po, [1:31:21] ang gusto ko lang sana i-recommend, [1:31:23] napakagandang programa, [1:31:24] pero preparation and planning, [1:31:27] baka pwede i-defer [1:31:28] for next school year [1:31:29] kasi in one month time, [1:31:31] pinaka-appreciate natin lahat. [1:31:32] Thank you po. [1:31:33] Someone is raising a hand again. [1:31:35] Pagbimiyak one minute. [1:31:36] Okay na. [1:31:39] Please state your name [1:31:40] and the association [1:31:41] or institution you belong to. [1:31:42] Good morning for Mr. Chair, [1:31:44] Mr. Nolibu Naventura po [1:31:45] from the National Association [1:31:47] of Public School Heads, [1:31:49] Incorporated, [1:31:49] under the leadership [1:31:50] of Dr. Roland L. De La Cruz. [1:31:52] We concurred dun po sa statement [1:31:54] po ni Honorable Gatchelian [1:31:56] na kailangan nga po talaga [1:31:57] na magkaroon nga po [1:31:59] ng minimum learning competency [1:32:01] na maibibigay po si DepEd. [1:32:03] Soon, clear guidelines po, [1:32:05] Mr. Chair, [1:32:06] kasi po... [1:32:07] We're there already. [1:32:08] Ma-angree na po yan. [1:32:09] We don't need a reason anymore. [1:32:11] Alam natin kailangan. [1:32:12] We support na lang po. [1:32:14] Okay po. [1:32:14] We support. [1:32:15] Sino pang next? [1:32:17] State name and the institution. [1:32:20] Off lang yung mic para mo. [1:32:24] Good morning, Chairman. [1:32:25] I am Mr. Ricardo Victoria, [1:32:27] Papsat, President. [1:32:28] Now, we support DepEd [1:32:30] about these people. [1:32:31] We have the same sentiment lang [1:32:33] with Mr. Ruby [1:32:34] doon sa training. [1:32:36] Kasi minsan nga, [1:32:38] nagiging duplication pa [1:32:40] from the national, [1:32:41] regional, [1:32:42] and in the division level. [1:32:44] Now, about the budget of works, [1:32:45] hindi ho namin masyadong concerned yun. [1:32:48] Because sometimes, [1:32:49] we follow the budget of works, [1:32:51] pero ho, [1:32:51] pag meron kami mga disruptions, [1:32:54] kami ho, [1:32:54] meron kami ng autonomy [1:32:55] na magpapasok. [1:32:57] So, ho, [1:32:58] napapoppleto ho namin yun. [1:32:59] So, yun lang ho yung aming ano. [1:33:01] Naintindihan ko po yung side [1:33:02] ng DepEd [1:33:04] kasi nga, [1:33:05] hintayin pa nila [1:33:06] kung magpapapasok ba [1:33:07] ang nasyonal. [1:33:10] Sa amin po, [1:33:10] on our own as private schools, [1:33:12] we can do that. [1:33:13] Kasi, [1:33:14] why? [1:33:15] Very distinct, [1:33:16] kakaiba ho yung aming sitwasyon. [1:33:19] Kailangan nyo namin [1:33:19] ibigay lahat [1:33:20] yung pinangako namin [1:33:21] sa parents. [1:33:22] Kung hindi, [1:33:23] mawawalan kami ng estudyante. [1:33:25] And then, [1:33:25] I agree also with [1:33:26] Dr. Oxon [1:33:28] about doon sa agency [1:33:30] ng teachers. [1:33:31] Usually ho nangyayari yun, [1:33:33] lalo ho sa grade 1 [1:33:34] to grade 3. [1:33:35] Hindi ho nating [1:33:36] pwedeng paspasad [1:33:37] kung karamihan sa ating estudyante [1:33:39] hindi pa nakakasabay [1:33:40] sa literacy [1:33:41] and university. [1:33:43] Doon po yun. [1:33:44] Now about, [1:33:45] honorable tinyo, [1:33:48] yung not exam nga [1:33:48] dahil [1:33:49] nagawa na nga ho siya, [1:33:51] eh ho nangyayari [1:33:52] minsan yung mga teacher, [1:33:54] lalo na sa public, [1:33:55] teach to test. [1:33:57] Ito ho yung nangyayari. [1:33:59] So, [1:33:59] kumaari nga ho [1:34:00] na sana [1:34:01] ma-reform natin [1:34:03] yung not exam. [1:34:05] Yun lang po kami. [1:34:06] Hindi ho namin [1:34:06] masyadong concerned sa, [1:34:08] especially, [1:34:09] I don't know, [1:34:09] Kocopea, [1:34:10] marami na silang [1:34:12] training na nagawa. [1:34:13] Hindi ho namin [1:34:14] concerned yung teacher. [1:34:15] We can start it [1:34:16] this school year. [1:34:18] Thank you very much. [1:34:19] So, [1:34:19] para sa budget of work, [1:34:21] I think, [1:34:22] DepEd, [1:34:23] you should sub, [1:34:24] kailan nyo masasubmit [1:34:25] yung response nyo [1:34:27] to the various issues [1:34:29] exactly like, [1:34:30] ano ba yung, [1:34:30] will there be a minimum [1:34:32] para to ensure [1:34:33] at least may kalidad? [1:34:35] Pangalawa, [1:34:35] paano kung iba-iba nga [1:34:37] yung levels [1:34:38] na pagtapos [1:34:39] after the whole [1:34:40] academic calendar? [1:34:41] Paano yung nap? [1:34:44] And then, [1:34:44] forms. [1:34:45] May additional forms [1:34:46] ba na mangyayari dito? [1:34:48] Kasi, [1:34:49] paano yung [1:34:50] hindi makatapos? [1:34:53] Mr. Chair, [1:34:54] give us a week po [1:34:55] to response. [1:34:56] This Thursday po, [1:34:57] baka po by early [1:34:58] next week po, [1:34:59] we'll have a response [1:35:00] sent to the committee po. [1:35:01] With that, [1:35:03] yung budget of work, [1:35:05] medyo bitin pa. [1:35:06] We will find out [1:35:07] from DepEd [1:35:08] yung response nila. [1:35:09] But, [1:35:10] with the permission [1:35:11] of everyone, [1:35:11] kasi lahat naman gusto rin natin [1:35:12] marinig yung response [1:35:13] dun sa questions [1:35:15] earlier raised by Edcom 2. [1:35:17] So, [1:35:17] could we go one by one? [1:35:19] Una, [1:35:20] are the 75 remaining forms [1:35:22] and their associated [1:35:24] checking, [1:35:25] encoding, [1:35:26] consolidation, [1:35:26] workflows [1:35:27] actually manageable [1:35:29] within the 4-day opening [1:35:31] and 5-day end-of-term block [1:35:33] without [1:35:34] eating to the [1:35:36] eating the time [1:35:36] of instructional time. [1:35:38] 75 forms. [1:35:40] Ilan yung original forms? [1:35:43] Sa mic na lang? [1:35:50] Yes. [1:35:50] Director Pante? [1:35:52] Director Dexter? [1:35:54] Good morning, [1:35:55] Mr. Chair. [1:35:57] Yung total universe [1:35:59] na nareview po namin [1:35:59] is handled 75 [1:36:01] and then [1:36:03] natitira na lang po [1:36:05] na accomplished [1:36:05] by teachers IR [1:36:06] mga 75 forms. [1:36:09] 75 forms. [1:36:10] Yes, [1:36:11] but [1:36:11] I'm looking at these forms [1:36:13] Mr. Chair, [1:36:14] iba-iba rin yung nature [1:36:15] ng mga forms na ito eh. [1:36:17] Gusto ko silang [1:36:17] i-classify na [1:36:19] meron kang [1:36:19] frequently used forms, [1:36:22] meron ding parang [1:36:22] seasonal [1:36:23] or occasional forms. [1:36:26] Ang tingin namin, [1:36:27] Mr. Chair, [1:36:28] iba dapat ang treatment [1:36:29] natin sa different forms. [1:36:31] Ang in-address namin [1:36:32] at the moment, [1:36:32] Mr. Chair, [1:36:33] yung mga frequently used forms [1:36:35] na [1:36:35] these are school forms [1:36:37] 1 to 10 [1:36:37] na every year, [1:36:38] every month, [1:36:39] ginagamit ng teachers [1:36:41] natin. [1:36:41] For example, [1:36:42] Mr. Chair, [1:36:43] yung learner registry, [1:36:45] annual po yan [1:36:46] and then yung [1:36:47] learner daily attendance. [1:36:50] So, daily po siya [1:36:50] in-accomplish [1:36:51] ng teachers natin. [1:36:52] So, [1:36:54] understanding these forms, [1:36:56] Mr. Chair, [1:36:56] ang ginagawa namin ay [1:36:57] we're coming up [1:36:59] with a system, [1:37:00] Mr. Chair, [1:37:01] na online, [1:37:02] madigitize [1:37:03] and then yung mga forms [1:37:07] na ito, [1:37:07] may mga common [1:37:08] duplicates [1:37:10] na kinu-collect [1:37:11] from teachers. [1:37:12] Sige, [1:37:13] so, [1:37:13] para maliwanag, [1:37:14] originally, [1:37:15] 175 forms. [1:37:17] Yes, Mr. Chair. [1:37:18] Kailan nabawasan [1:37:19] to 75? [1:37:20] Itong parating na [1:37:21] academic calendar pa lang [1:37:22] o last academic calendar, [1:37:24] 75 remaining? [1:37:25] Nag-start na, [1:37:26] Mr. Chair, [1:37:26] nung in-streamline namin [1:37:27] yung teacher workload. [1:37:29] Yes. [1:37:30] So, in-identify namin [1:37:31] dito yung [1:37:32] 175 kasi, [1:37:34] Mr. Chair. [1:37:34] Chair, [1:37:35] sa presentation nila, [1:37:36] nakalagay po 174. [1:37:38] Sinasabi ni [1:37:38] director ay 175. [1:37:42] Ano po ba talaga? [1:37:44] Be precise, please. [1:37:46] I stand corrected. [1:37:48] 174 forms. [1:37:50] So, [1:37:50] nawala na ngayon, [1:37:51] nabawasan nyo ito, [1:37:52] 75. [1:37:53] So, [1:37:53] nakabawas kayo ng 99. [1:37:55] Nang ba natanggal ninyo? [1:37:57] Mga 100, [1:37:59] 99. [1:38:00] Sabi nga ni [1:38:01] Honorable T. [1:38:02] maging precise tayo. [1:38:03] So, [1:38:04] 174 naging 75. [1:38:07] So, [1:38:07] nabawasan natin ng [1:38:08] 99. [1:38:10] Yung 99 na yun, [1:38:11] completely nawala [1:38:13] or [1:38:14] ginawa niyong [1:38:16] part 2 [1:38:16] in any of the [1:38:17] remaining 75. [1:38:20] Mr. Chair, [1:38:21] ito kasing [1:38:21] nawalang form. [1:38:23] Mga [1:38:23] forms na dapat [1:38:25] hindi siya ginagawa [1:38:26] ng teacher. [1:38:28] Ito ay ginagawa [1:38:29] ng other school personnel [1:38:30] na tingin namin [1:38:31] mga [1:38:32] AO2 itong [1:38:33] gagawa nito [1:38:34] or mga [1:38:34] school hands. [1:38:35] Yung 99 na nawala, [1:38:36] hindi talaga nawala [1:38:37] yung forms [1:38:38] except that [1:38:39] in unburden nyo na [1:38:40] from the teachers, [1:38:42] linipat nyo na [1:38:42] sa AO's, [1:38:44] yung mga [1:38:44] administrative assistants. [1:38:45] That's correct, [1:38:46] Mr. Chair. [1:38:46] That's correct. [1:38:47] Teacher Ruby, [1:38:47] Teacher Benjo, [1:38:48] tama ba ito? [1:38:53] Sorry. [1:38:54] Hindi po namin [1:38:54] warabdaman, [1:38:55] Mr. Chair, [1:38:55] nanabawasan eh. [1:38:58] Sa actual po talaga, [1:39:00] actually, [1:39:01] tingin ko hindi lang siya [1:39:02] number eh. [1:39:03] Yung mismong [1:39:04] sa praktika po [1:39:05] kasi manual na ginagawa eh, [1:39:07] yung sulat kamay nga, [1:39:08] yung sinasabi namin. [1:39:10] At manual din na binabasa. [1:39:11] Yun yung isa sa mga [1:39:13] tingin ko [1:39:13] added burden pa. [1:39:15] More dan dun sa bilang [1:39:16] nung forms. [1:39:17] Dapat matanggal na talaga [1:39:18] yung manual [1:39:19] na may reading of forms [1:39:21] at manual na pagsusulat [1:39:23] nung forms. [1:39:23] Kasi [1:39:24] digitalization, [1:39:25] 21st century teacher tayo, [1:39:27] pero [1:39:27] andun pa rin po kami [1:39:28] sa manual [1:39:29] na computation. [1:39:30] Ano ba tayo? [1:39:32] Manual na ang ginagamit? [1:39:33] Or [1:39:34] are you already [1:39:35] going towards [1:39:37] digitalization? [1:39:39] Or hindi pwede? [1:39:39] We're on that track, [1:39:41] Mr. Chair. [1:39:42] Meron na kaming [1:39:42] na commission na [1:39:44] developers [1:39:44] na nagre-review [1:39:46] nung [1:39:46] sampung [1:39:48] frequently used [1:39:49] school forms [1:39:49] na [1:39:50] sinabi rin ni [1:39:51] Ma'am Rubin [1:39:53] na [1:39:53] manual in-accomplish, [1:39:56] manual din na [1:39:57] So sampung na lang ito [1:39:58] na napakahirap [1:39:59] na manually accomplished? [1:40:00] Ito po, [1:40:01] ito po naka-focus kami [1:40:02] ngayon, [1:40:03] Mr. Chair. [1:40:04] So is that correct? [1:40:05] Teacher Benjo, [1:40:06] Teacher Ruby, [1:40:06] sampung na lang talaga [1:40:07] itong mabigat [1:40:08] na manually in-accomplish. [1:40:13] Mr. Chair, [1:40:14] sampung yung [1:40:15] pangalan ng forms. [1:40:17] Pero halimbawa po, [1:40:18] alam to ng mga teachers, [1:40:21] sampung yung pangalan ng forms, [1:40:22] pero halimbawa ako [1:40:23] may 58 students ako. [1:40:24] 58 cards yung isusulat ko, [1:40:26] 58 school forms [1:40:28] yung isusulat ko. [1:40:29] Ganun po siya kadami. [1:40:30] But [1:40:30] Teacher Ruby, [1:40:31] Teacher Benjo, [1:40:32] okay, [1:40:32] you accept the fact [1:40:34] na mandat, [1:40:35] kailangan talaga [1:40:36] itong forms na ito. [1:40:38] Yes, Mr. Chair. [1:40:39] Ang sinasabi nyo lang, [1:40:40] huwag lang sana manual. [1:40:42] Yes, Mr. Chair. [1:40:44] Yes. [1:40:45] So yun naman pala. [1:40:46] Chair. [1:40:47] Yes, [1:40:48] honorable to inyo. [1:40:49] Chair, [1:40:49] ako talaga, [1:40:50] I just, [1:40:51] before the end of the school year, [1:40:54] pumunta ako sa ilang mga schools [1:40:56] to observe how [1:40:58] itong tinatawag na [1:41:00] reading of forms [1:41:01] is done. [1:41:04] Talagang elaborate ritual po yan, [1:41:07] merong grupo ng mga teacher, [1:41:09] isa-isa, [1:41:10] babasahin yung grade. [1:41:13] Nung bawat class, [1:41:14] may isa naman, [1:41:15] i-verify na tama, [1:41:17] tapos i-record sa form, [1:41:19] and so on and so forth. [1:41:21] Tapos, [1:41:22] yung proseso na yan [1:41:23] sa school level, [1:41:24] gagawin uli yan [1:41:25] sa division level. [1:41:27] Merong magbabasa rin, [1:41:29] isa-isa, [1:41:30] pangalan, [1:41:31] grade, [1:41:32] per subject. [1:41:34] Tapos may nagbe-verify. [1:41:35] It is a manual, [1:41:36] maintindihan natin [1:41:37] na [1:41:38] that system was developed [1:41:41] in the old days [1:41:43] na wala. [1:41:45] Talagang yun yung paraan [1:41:46] para ma-verify, [1:41:48] ma-check mo [1:41:48] na accurate yung grades. [1:41:51] Kasi yun ang, [1:41:52] so it's an effective system, [1:41:54] pero purely manual [1:41:55] and labor intensive. [1:41:56] Eh, [1:41:57] 2026 na po tayo, [1:41:58] Chair. [1:42:00] Siguro nung panahon [1:42:01] ng Tomasites, [1:42:01] ganun ang sistema. [1:42:04] Pero, [1:42:05] 2026 na po, [1:42:06] ganun pa rin po. [1:42:07] Parang ritual po talaga. [1:42:09] In the meantime, [1:42:12] if you look at [1:42:13] safe private schools [1:42:15] or state universities [1:42:17] and colleges, [1:42:18] the system is merong registrar, [1:42:24] di ba? [1:42:25] Tapos yung teacher, [1:42:28] i-accomplish yung grades, [1:42:32] i-sasubmit sa registrar, [1:42:33] yung registrar ang bahala. [1:42:35] And nowadays, [1:42:37] there's such a thing as [1:42:38] information technology, [1:42:41] kaya na po magawa yun [1:42:43] in an automated manner [1:42:45] with verification. [1:42:48] So, [1:42:49] unfortunately, [1:42:50] we still have this [1:42:51] highly manual [1:42:52] and labor intensive system [1:42:54] na gumugugul po [1:42:55] sa malaking oras [1:42:57] ng mga teacher natin, [1:43:00] especially at the end [1:43:01] of every term. [1:43:02] yun po, [1:43:05] yun ang gusto ko lang [1:43:06] ma-de-indeed. [1:43:07] Asic Janir [1:43:08] or Director Dexter, [1:43:11] ito yung issue. [1:43:13] Ito siguro yung [1:43:14] end of school year [1:43:15] na wala nang magawa yung teacher [1:43:17] kung hindi talagang [1:43:18] manually enter yung grades. [1:43:22] Mr. Chair, [1:43:23] we recognize that [1:43:25] as an issue [1:43:25] talagang ginagawa yan [1:43:27] sa field [1:43:28] because yun po yung [1:43:29] quality control mechanism [1:43:31] para... [1:43:32] Yes. [1:43:32] Is there any other way [1:43:33] to ensure quality control [1:43:35] other than by reading it [1:43:36] one by one [1:43:37] and merong isang magsasabi [1:43:38] tama yung binabasa niya? [1:43:40] Yes. [1:43:40] Through digitization, [1:43:42] automation of grades, [1:43:43] Mr. Chair. [1:43:44] Yes. [1:43:45] So, [1:43:45] ang question nga, [1:43:47] bakit ayaw natin [1:43:48] pumunta dun sa... [1:43:50] Kung quality will also be verified [1:43:52] kung sigurado natin [1:43:53] yung integrity [1:43:54] pareho naman. [1:43:55] Yun na po yung [1:43:56] ginagawa ng [1:43:57] DepEd, Mr. Chair, [1:43:59] na I mentioned na [1:44:00] meron ng developer [1:44:01] program. [1:44:01] Sige, [1:44:02] how long pa [1:44:02] maghihintay yung... [1:44:04] kasi magsastart pa lang tayo [1:44:06] yung academic calendar. [1:44:07] By the end of this [1:44:08] coming academic calendar, [1:44:11] can DepEd tell this committee [1:44:13] na hindi na magiging [1:44:15] manual yung pagpasok [1:44:16] ng grades? [1:44:19] For this school year, [1:44:21] Mr. Chair, [1:44:23] ang development approach [1:44:25] is prototyping. [1:44:26] So, [1:44:27] for [1:44:28] coming school year, [1:44:30] up to [1:44:31] September, [1:44:32] magagawa yung mga [1:44:34] school form 2, [1:44:36] yung daily attendance [1:44:37] ng learner, [1:44:39] school form 3, [1:44:41] yun yung inventory [1:44:41] ng mga textbook. [1:44:43] Magagawang ano? [1:44:44] Magagawa yung prototype, [1:44:45] Mr. Chair, [1:44:46] and then papatest namin. [1:44:48] So, [1:44:48] hindi nga, [1:44:49] hindi magagawa. [1:44:49] Prototype lang. [1:44:52] Hindi mangyayari [1:44:53] in all schools. [1:44:54] Well, [1:44:55] next year po yung [1:44:56] target na [1:44:58] lahat po ng schools natin. [1:45:00] By next year, [1:45:00] next academic calendar [1:45:02] or next year, [1:45:03] meaning end of this [1:45:04] academic calendar? [1:45:05] We can pilot [1:45:07] the entire system [1:45:08] until end of [1:45:09] this school year, [1:45:11] Mr. Chair. [1:45:11] Bakit ang hirap mag- [1:45:13] Sabi nga ni Tonchi, [1:45:15] 2026 na ngayon, [1:45:17] yung technology, [1:45:18] why is it? [1:45:18] Is it the problem [1:45:19] of procurement [1:45:20] or is it the problem [1:45:22] of technology? [1:45:24] Sa ibang bansa, [1:45:25] so ibang bansa, [1:45:26] ganito rin, [1:45:27] I suppose. [1:45:27] Kasi, [1:45:28] ito yung, [1:45:29] kung hindi pa kain [1:45:29] yung technology, [1:45:30] ganito rin sa ibang bansa. [1:45:34] Meron kami sa review namin [1:45:36] ng mga existing system, [1:45:37] Mr. Chair, [1:45:38] meron mga [1:45:39] open source system [1:45:41] silang ginagamit, [1:45:42] but we didn't [1:45:44] proceed with [1:45:46] adopting those [1:45:46] kasi meron tayong [1:45:47] unique needs [1:45:48] in DepEd. [1:45:49] Like, [1:45:50] ano yung unique [1:45:50] example? [1:45:51] Parang may maintindihan lang namin. [1:45:53] Well, [1:45:55] yung, [1:45:57] ano yung unique needs [1:46:00] ng DepEd [1:46:01] or ng Pilipinas [1:46:02] kaya talaga [1:46:04] napaka- [1:46:05] hear up ng technology [1:46:06] na [1:46:06] kung anong [1:46:08] kailangan natin? [1:46:10] Well, [1:46:11] yung, [1:46:12] let me [1:46:13] check, [1:46:13] Mr. Chair. [1:46:15] Would you just, [1:46:19] ano, [1:46:19] para we don't [1:46:20] belabor the point? [1:46:21] Kasi, [1:46:21] ang punto lang [1:46:22] ay talagang [1:46:23] ang hirap nito, [1:46:25] yung end of term [1:46:27] na ito lang [1:46:28] gagawin ng teacher, [1:46:29] tas uulitin sa division, [1:46:31] uulitin pa ulit-ulit lang. [1:46:33] At, [1:46:33] I think, [1:46:34] alam niyong problema yun. [1:46:35] So, [1:46:35] ang question lang, [1:46:36] bakit hindi nga tayo [1:46:37] maka-adopt [1:46:39] ng isang teknolohiya [1:46:40] para this [1:46:41] coming academic calendar? [1:46:43] Yun na yung gawin natin. [1:46:44] Yung four or five days [1:46:46] niya sinasabi [1:46:46] ng Edcom 2 [1:46:48] na napaka-hiba [1:46:49] baka hindi rin magawa doon, [1:46:50] yung opening block [1:46:51] and end of term, [1:46:54] matapos na yung problema [1:46:55] nito. [1:46:56] If you're able to [1:46:57] go towards [1:46:57] the right technology. [1:47:00] So, [1:47:00] could you submit [1:47:01] in writing [1:47:02] within, [1:47:03] by early next week, [1:47:04] sabay na nung isa, [1:47:05] kung ano yung [1:47:06] timetable ninyo [1:47:07] at kung bakit [1:47:10] hindi nyo magagawa [1:47:11] itong academic calendar na ito. [1:47:14] Is it a problem [1:47:15] of technology? [1:47:16] Is it a problem [1:47:16] of the bidding process? [1:47:18] Para alam rin namin [1:47:19] paano maka-assist sa inyo. [1:47:22] Or any other problem [1:47:27] or challenges? [1:47:28] Mr. Chair, [1:47:29] those comments [1:47:30] and those observations [1:47:31] are duly acknowledged. [1:47:33] Actually, [1:47:34] those are valid concerns, [1:47:36] especially in the field. [1:47:38] We'll provide, [1:47:38] I'll talk to [1:47:39] Music Willie [1:47:40] regarding the [1:47:41] HROD process po, [1:47:43] Mr. Chair, [1:47:44] and we'll provide [1:47:45] the report needed [1:47:46] by the committee. [1:47:47] Ako mismo po, [1:47:48] kakausapin ko si Music Willie [1:47:49] para malaman namin [1:47:50] kung bakit na, [1:47:51] malaman nung teachers [1:47:52] but napakahirap [1:47:53] to go to, [1:47:54] ano eh, [1:47:54] to use a technology [1:47:55] to make it easier. [1:47:56] Sabi ng Edcom 2, [1:47:58] baka hindi rin maging, [1:48:00] ano to, [1:48:00] magawa nung [1:48:01] four-day opening block [1:48:02] and five-day end of term [1:48:04] kung hindi kayo [1:48:05] magdid, [1:48:07] if you will not use [1:48:08] the right technology. [1:48:10] We acknowledge those, [1:48:11] Mr. Chair. [1:48:11] We'll provide that [1:48:12] report requested [1:48:13] by the committee. [1:48:14] And sana magawa na, [1:48:16] di ba? [1:48:17] Yes, Mr. Chair. [1:48:18] Chair, [1:48:19] if I may quickly just share. [1:48:20] Actually, [1:48:20] sa ibang school [1:48:21] na napuntohan ko, [1:48:24] sila na mismo [1:48:25] may dinevelop [1:48:27] na mga [1:48:27] or gumagamit [1:48:30] ng software, [1:48:32] essentially, [1:48:33] Google Sheets. [1:48:35] At yun, [1:48:37] parang hybrid na [1:48:38] yung system nila. [1:48:39] Meron pa rin reading [1:48:39] pero naka-encode [1:48:41] na sa Google Sheets. [1:48:42] Ang problema lang, [1:48:44] dahil unofficial to, [1:48:46] di may mga issues [1:48:47] ng securing the data, [1:48:49] everyone can access it, [1:48:51] basta meron kang link, [1:48:52] and so on and so forth. [1:48:54] Anyone can tamper with it, [1:48:56] actually, [1:48:57] parang ganon. [1:48:57] So, [1:48:58] kasi nga, [1:48:59] hindi siya, [1:48:59] parang in-improvise lang [1:49:01] para makatulong [1:49:02] at mapabilis. [1:49:03] Nagpapabilis naman daw. [1:49:05] Hindi secure. [1:49:06] There are data privacy issues [1:49:08] and so on. [1:49:09] Pero, [1:49:10] ginagawa na nga nila yun [1:49:11] kasi nga, [1:49:12] parang mapabilis, [1:49:13] given, [1:49:14] lalo kung malaking school ka, [1:49:15] ang dami mong estudyante, [1:49:17] and so on and so forth. [1:49:18] So, [1:49:18] very urgent po talaga [1:49:19] itong need na to. [1:49:20] Asik dyan here. [1:49:21] Of course, [1:49:22] we also, [1:49:23] please tell us [1:49:24] kung yung issue nga [1:49:25] is walang technology na secure. [1:49:27] So, [1:49:27] if it's a technology problem, [1:49:28] para alam namin [1:49:29] how to respond to it. [1:49:32] I'm not privy to the system [1:49:34] that's being developed, [1:49:35] Mr. Chair, [1:49:35] but we'll include [1:49:36] all of those things. [1:49:37] Of course, [1:49:37] data privacy is a must, [1:49:38] no? [1:49:39] And it has to be secure also [1:49:41] para hindi po kahit [1:49:41] sino nakaka-access. [1:49:43] Sa private schools, [1:49:45] sa private schools, [1:49:46] how do you grade? [1:49:47] How do you, [1:49:48] at the end of the term [1:49:50] or mas konti lang [1:49:51] yung estudyante [1:49:51] kaya pwedeng manual? [1:49:55] Computerized also, [1:49:56] that's why the teachers, [1:49:58] all that they have to do [1:49:59] is use Excel [1:50:00] and then ready to degree. [1:50:02] Ma'am Lord, [1:50:03] is secure ba? [1:50:04] Yes, [1:50:05] kasi po ang ano natin, [1:50:07] every quarter may assessment. [1:50:09] Meron kami yung PTC, [1:50:10] which I think they also have. [1:50:12] So, [1:50:12] kaya ang nangyayari po [1:50:13] pagdating ng end of the year, [1:50:15] bago mag-end ng April, [1:50:18] yung vacation ng teacher, [1:50:20] tapos na lahat yan. [1:50:21] Talagang nasa ano na tayo, [1:50:23] training preparation. [1:50:24] Ma'am Lord, [1:50:25] is sure ba kayo [1:50:27] na yung napapasok doon? [1:50:28] Kasi apparently, [1:50:29] kaya nyo manual na yung ginagawa, [1:50:31] may magbabasa, [1:50:32] may magsusulat, [1:50:33] para sure nila na [1:50:33] tama yung nabasa. [1:50:35] Sa system ninyo, [1:50:37] assured rin yun. [1:50:37] Ah, yes, [1:50:38] kasi pagka po nagawa na yan, [1:50:40] iti-check pa rin naman yan [1:50:41] ng academic coordinator. [1:50:43] And then after, [1:50:44] check, [1:50:44] una, [1:50:45] natapos ko, [1:50:45] teacher, [1:50:46] teacher, [1:50:46] exchange kami. [1:50:47] Teacher, [1:50:48] you check my work, [1:50:48] I check your work. [1:50:50] And then kung accurate na yan, [1:50:51] they are very sure, [1:50:52] sasubmit na nila [1:50:53] sa academic coordinator. [1:50:54] The academic coordinators, [1:50:55] and different subjects, [1:50:56] would also check. [1:50:57] And then, [1:50:58] pag tin-resent sa administrator, [1:50:59] final end, [1:51:01] isa lang ang nagsasubmit yan [1:51:02] sa department. [1:51:02] Have you ever had [1:51:04] any instance [1:51:06] na may nag-complain [1:51:08] na mali yung napasok na grade, [1:51:09] yung integrity ng grade, [1:51:11] mali, [1:51:11] o yung may nangyari na ba [1:51:13] sa experience nila? [1:51:14] So for a long experience po namin, [1:51:16] kaya mali, [1:51:16] may discrepancy [1:51:17] ang Form 137 [1:51:18] tsaka Form 138 [1:51:20] kasi nagpagawa sa recto [1:51:21] dahil ayaw bayaran ng school. [1:51:23] Tumabag po ang St. Anne's Academy [1:51:25] to say na, [1:51:26] bakit po magkaiba? [1:51:27] I'm sorry. [1:51:28] Anyway, [1:51:29] school kasi namin yun. [1:51:30] Yes, [1:51:30] yun para school naman. [1:51:31] Bakit daw mali, [1:51:32] yung nasa Form 137 [1:51:33] tsaka Form 138 [1:51:35] med discrepancy. [1:51:36] Nung sinabi sa akin [1:51:37] ni sister yung name, [1:51:37] sister, [1:51:38] limang anak po yan, [1:51:39] hindi ka biminayaran [1:51:40] for four years. [1:51:41] So handle na pala [1:51:43] at gagraduate na [1:51:44] sa another school [1:51:45] na college [1:51:46] magpagawa sa recto. [1:51:47] Marami pong [1:51:47] experience nila yan. [1:51:48] But in terms of, [1:51:49] dun na yung [1:51:50] if ever may mali, [1:51:52] dahil doon. [1:51:52] Hindi dahil mali yung [1:51:54] deliberately, [1:51:55] minali yung grade na pinaso. [1:51:57] Kasi talagang [1:51:57] shoulda check po yan eh. [1:51:59] Taray distrar talagang. [1:52:00] We're very stable. [1:52:01] Ano yung student population [1:52:02] that you're talking about? [1:52:03] Kahit po yung mga middle school, [1:52:05] I mean medium size. [1:52:06] Yes, [1:52:07] which would have [1:52:07] how many numbers? [1:52:08] Ang mga medium po, [1:52:09] mga 300, [1:52:10] 500. [1:52:10] 300, [1:52:11] 500. [1:52:12] Whole school [1:52:13] or per level? [1:52:14] Those, [1:52:15] kasi po, [1:52:16] the whole level. [1:52:16] Kasi ang ano po natin, [1:52:17] ang parents natin, [1:52:19] I'm sorry, [1:52:19] pero sa private school, [1:52:20] very grade conscious sila. [1:52:22] Tinatanggal namin yun. [1:52:23] Sabi namin, [1:52:24] it's not really the grade [1:52:25] or the honor, [1:52:26] but it's whether [1:52:27] your child did their best. [1:52:29] Kasi, [1:52:30] we are different. [1:52:31] Kirap man siya sa academic, [1:52:32] pero nag-excel naman siya [1:52:35] sa performing arts [1:52:36] o kaya in leadership. [1:52:38] Ma'am Lourdes, [1:52:38] do you see any problem [1:52:40] kung ma-scale up [1:52:41] ng depeto? [1:52:42] Kasi, [1:52:43] siyempre, [1:52:43] million yung studyante nila eh. [1:52:45] Do you see any problem [1:52:46] with a system like this [1:52:48] pag-scale up sa nila? [1:52:50] That can be done. [1:52:51] That can be done. [1:52:52] That work, [1:52:52] but lalo na po ngayon [1:52:53] yung 20 percent. [1:52:54] In terms of security, [1:52:55] na tama yung grade? [1:52:57] Pangalawa, [1:52:58] na yung data privacy protection [1:52:59] ng bata naman. [1:53:00] Yes po, [1:53:00] tsaka bawat teacher [1:53:01] should have the accountability. [1:53:03] Na alam mo na [1:53:04] when you do this, [1:53:06] accuracy is always important. [1:53:08] Not just the timeliness [1:53:09] in submitting, [1:53:11] but the accuracy. [1:53:12] Pero maiwasan po yan [1:53:13] kung every quarter pa lang, [1:53:15] sinicheck na natin. [1:53:17] Ma'am Lourdes, [1:53:18] Director Dexter, [1:53:20] bakit hindi nyo ma-adopt [1:53:22] yung system nila? [1:53:23] What is the difficulty? [1:53:25] Kasi apparently [1:53:26] nagagawa sa private. [1:53:27] Of course, [1:53:29] alam namin, [1:53:30] iba yung volume ninyo [1:53:31] compared to them. [1:53:33] Pero sabi ni Ma'am Lourdes [1:53:34] sa atin dito, [1:53:35] wala naman silang problema [1:53:36] sa integrity to the grades. [1:53:38] Hindi rin sila napapasok. [1:53:38] Yes, even at aneo, [1:53:39] they have thousands of students. [1:53:41] No parents. [1:53:41] They use technology? [1:53:43] Yes, and no parents [1:53:44] had problem. [1:53:45] Director Dexter, [1:53:46] bakit hindi pwedeng ma-adopt [1:53:48] yung system ng private schools? [1:53:50] As described by [1:53:52] Ma'am Lourdes. [1:53:55] Well, [1:53:55] nung nagre-review kami [1:53:57] ng mga systems, [1:53:58] Mr. Chair, [1:53:58] wala kaming access [1:53:59] sa system nila. [1:54:02] Yes, but they just used [1:54:03] Google Forms. [1:54:04] Opo, [1:54:05] tsaka kami po, [1:54:06] naka-access po [1:54:07] ang ginagawa ng teacher [1:54:08] anytime. [1:54:09] Kasi yung [1:54:10] Google Drive, [1:54:11] Google Drive, [1:54:12] everybody would have access. [1:54:15] Honorable Tino, [1:54:16] Ma'am Lourdes, [1:54:17] we will ask you again. [1:54:18] Dexter Tino. [1:54:19] Honorable Tino. [1:54:19] No chair, [1:54:20] ako, [1:54:20] actually, [1:54:22] one time, [1:54:23] meron po sa Dubaguete, [1:54:25] meron kaming [1:54:25] consultation with teachers, [1:54:27] grupo ng public school teacher [1:54:29] at grupo ng private school teacher. [1:54:30] So, [1:54:31] nag-compare notes kami [1:54:32] at tinanong ko nga, [1:54:33] anong isang mga kaibahan? [1:54:35] One was [1:54:36] textbooks. [1:54:37] Yung DepEd teachers, [1:54:38] hindi ko magamit [1:54:39] ng textbooks. [1:54:40] Yung mga private school teachers, [1:54:42] magamit tayo. [1:54:43] The other was forms. [1:54:45] So, [1:54:45] sabi nung, [1:54:46] of course, [1:54:46] yung mga public school teacher, [1:54:48] eto na nga, [1:54:48] yung sinasabi nating 75 forms. [1:54:51] Tinanong natin yung [1:54:52] private school teachers, [1:54:55] eh, [1:54:55] lesson plan, [1:54:56] anong sasabit nila? [1:54:57] Lesson plan, [1:54:58] tsaka grades, [1:54:59] mainly. [1:55:00] That's it. [1:55:01] Well, [1:55:02] you know, [1:55:03] start differences. [1:55:05] Pero, [1:55:05] now, [1:55:05] as to, [1:55:07] bakit, [1:55:07] hindi ka, [1:55:08] ako, [1:55:08] naiintindihan ko rin naman [1:55:10] kung bakit, [1:55:11] I mean, [1:55:12] bakit may forms, [1:55:13] at bakit ganito kaiba, [1:55:15] kasi, [1:55:16] yung private schools, [1:55:16] generally, [1:55:18] self-contained. [1:55:20] Diba? [1:55:22] They don't have to report [1:55:23] to a district, [1:55:25] to a division, [1:55:26] region, [1:55:27] to central office. [1:55:28] Eh, [1:55:28] kasi, [1:55:29] ang DepEd, [1:55:30] centralized. [1:55:31] So, [1:55:31] eventually, [1:55:32] yung records ng, [1:55:34] nasa local, [1:55:35] kailangan, [1:55:37] umabot hanggang sa taas, [1:55:38] hence forms. [1:55:40] Okay? [1:55:40] Yun ang problema natin. [1:55:42] Okay? [1:55:43] That's a trade-off [1:55:44] for having a, [1:55:46] massive, [1:55:47] centralized public school. [1:55:49] School system. [1:55:51] Okay? [1:55:51] And public funds. [1:55:53] Ngayon, [1:55:54] ah, [1:55:54] pero, [1:55:56] sabi ko nga, [1:55:57] 21st century na tayo, [1:55:59] one, [1:55:59] pwedeng mabawasan talaga yung forms, [1:56:01] two, [1:56:01] gumamit ng technology. [1:56:04] Ah, [1:56:04] I mentioned earlier, [1:56:06] sabi nga, [1:56:07] mahirap ikompare yung [1:56:08] kalagayan ng public school [1:56:10] sa private school [1:56:11] on a school level, [1:56:12] kasi nga, [1:56:14] wala naman yung [1:56:15] massive bureaucracy [1:56:16] na kailangan pag-ulatan itong, [1:56:20] ah, [1:56:20] so, [1:56:20] baka the more, [1:56:22] ah, [1:56:22] hindi pa rin exacto, [1:56:23] pero yung state university nga. [1:56:25] Ako, [1:56:25] I came from UP [1:56:26] in the 1990s, [1:56:28] nung nagtuturo ako, [1:56:29] up to early, [1:56:30] wala namang issue nyan. [1:56:31] I make my grades, [1:56:32] I submit to the registrar. [1:56:34] Yung registrar, [1:56:36] ang, [1:56:36] ah, [1:56:36] bahala dun sa [1:56:37] encoding, [1:56:39] verifying, [1:56:40] and certifying [1:56:41] na tama. [1:56:43] And they were the one, [1:56:44] dati manual yan, [1:56:45] pero I'm sure ngayon, [1:56:47] ah, [1:56:47] computerized na rin. [1:56:49] No, [1:56:49] so, [1:56:50] yun yung wala sa DepEd, [1:56:51] is parang yung registrar, [1:56:54] di ba? [1:56:54] From the school level [1:56:56] to the, [1:56:57] maybe sa division level, [1:56:58] meron. [1:56:59] Pero again, [1:57:00] largely manual. [1:57:01] No, [1:57:02] now that would take [1:57:03] significant investment, [1:57:05] obviously, [1:57:07] no, [1:57:07] especially given the size [1:57:09] of the bureaucracy. [1:57:11] However, [1:57:12] ah, [1:57:13] kumbaga, [1:57:15] in terms of yung [1:57:16] time saving [1:57:17] para mas makapag-focus [1:57:19] yung teachers, [1:57:21] eh, [1:57:22] tawagin natin [1:57:23] low-hanging fruit, [1:57:25] di ba? [1:57:25] Kaya lang, [1:57:26] may investment ka. [1:57:28] Yun. [1:57:29] Opo. [1:57:31] Ah, [1:57:32] Deterdexter. [1:57:32] Ngayon, [1:57:33] may, [1:57:33] may, [1:57:33] may, [1:57:33] may plano na ba, [1:57:35] may buong plano na ba [1:57:37] ang DepEd, [1:57:38] you know, [1:57:39] a three-year plan, [1:57:40] a five-year plan [1:57:41] to, [1:57:43] essentially, [1:57:43] establish a [1:57:45] registrar system. [1:57:47] Parang ganun. [1:57:48] No, [1:57:48] a school registrar system. [1:57:51] Honorable Tonchi, [1:57:54] parang, [1:57:55] with what you describe, [1:57:57] and with what [1:57:58] Ma'am Lourdes [1:57:59] was mentioning earlier, [1:58:01] parang doable na ito kaagad, eh. [1:58:04] So, [1:58:05] that's why, [1:58:05] the requires, [1:58:06] requires funding, [1:58:07] essentially, [1:58:08] di ba? [1:58:08] And choosing the right, [1:58:10] the appropriate [1:58:11] technology, [1:58:13] no? [1:58:14] Yes. [1:58:14] Yun. [1:58:15] What's wrong [1:58:17] with the technology [1:58:18] being used [1:58:18] by others? [1:58:20] Well, [1:58:21] I'm sure, [1:58:22] case to case yan [1:58:23] per school, [1:58:24] di ba? [1:58:25] Director, [1:58:25] Dexter, [1:58:26] pag-viya kumunap, [1:58:27] sinagtaas ang kamay na eh. [1:58:27] We agree, [1:58:29] Mr. Chair, [1:58:30] na doable siya. [1:58:32] Sa part ng mga [1:58:33] consultation namin, [1:58:34] meron isang teacher din [1:58:36] na naka-develop [1:58:37] ng kanyang [1:58:38] system, [1:58:40] digitizing itong [1:58:40] sampung [1:58:41] full forms, [1:58:43] sampung [1:58:43] school forms, [1:58:44] and we, [1:58:47] ano siya, [1:58:47] we use that prototype [1:58:49] as our model. [1:58:52] So, [1:58:52] ang ginagawa na lang po namin [1:58:54] ay, [1:58:55] in-insure namin na [1:58:56] when this system is developed, [1:58:59] it is scalable, [1:59:01] meaning, [1:59:01] it can, [1:59:03] it can... [1:59:03] Director, [1:59:03] Dexter, [1:59:04] sabi nga ni Honorable [1:59:06] Kino, [1:59:06] sa UP system, [1:59:07] ginagamit na ito [1:59:08] before pa, [1:59:09] eh, [1:59:10] ang laki rin [1:59:11] ng population ng UP, [1:59:13] maybe not as big, [1:59:14] as definite as a whole, [1:59:15] pero by division, [1:59:17] one division [1:59:18] would siguro be the same [1:59:19] as the whole UP system. [1:59:21] Eh, [1:59:21] 90s pa rin, [1:59:22] 90s pa lang [1:59:23] ginagawa na nila. [1:59:24] Bale, [1:59:25] si Teacher Tonchi, [1:59:27] gagawa siya [1:59:28] ng dalawang class card. [1:59:30] Isa, [1:59:30] isasabit niya sa registrar, [1:59:31] or isasasabit niya [1:59:33] sa kukunin ng student. [1:59:35] Mabiverify kung tama. [1:59:37] So, [1:59:37] yun ang tanong namin, [1:59:38] bakit hindi natin [1:59:39] magawa... [1:59:41] Sinabi ni [1:59:42] Honorable Tino, [1:59:45] ang suggestion nga niya, [1:59:46] pwedeng by division [1:59:47] muna gawin, [1:59:47] hindi naman [1:59:48] central office lahat, [1:59:51] kasi kung milyon-milyon. [1:59:53] So, [1:59:54] hindi ba natin pwedeng, [1:59:55] hindi ba pwedeng [1:59:55] i-consider [1:59:56] ng Department of Education [1:59:58] para, [1:59:59] again, [1:59:59] ma-unload lang [2:00:00] yung teacher [2:00:02] load na yun, eh. [2:00:04] Ang babasahin ng teacher [2:00:05] isa-isa, [2:00:06] hindi na. [2:00:07] They can submit [2:00:08] and ma-verify yun [2:00:09] kasi the student [2:00:10] will see [2:00:10] his own grade. [2:00:13] Pag nakita niya, [2:00:13] iba yung sinabi [2:00:15] ng school, [2:00:16] pwede niya [2:00:16] questionin yun [2:00:17] kaagad-agad. [2:00:17] Yes, [2:00:19] Mr. Chair, [2:00:20] may we [2:00:22] just submit [2:00:23] the committee [2:00:23] our design, [2:00:26] sir, [2:00:27] regarding the... [2:00:27] And yung time period [2:00:28] kasi. [2:00:30] Honorable [2:00:31] ka siya yan. [2:00:33] Mr. Chair, [2:00:33] I concur [2:00:35] kay Rep. [2:00:36] Tino. [2:00:36] Actually, [2:00:36] matagal na ito [2:00:37] ever since. [2:00:38] If you compare [2:00:40] lang naman [2:00:40] sa private companies [2:00:41] dito sa atin, [2:00:43] lahat nag-automate [2:00:43] na since 90s pa lang, eh. [2:00:45] And slowly, [2:00:46] nag-adapt yan [2:00:47] and became more [2:00:48] automated [2:00:48] or more future-proof. [2:00:50] I think ang problema [2:00:51] natin, [2:00:52] Mr. Chair, [2:00:53] is hindi... [2:00:56] Not to put down [2:00:56] our department. [2:00:57] I think they didn't [2:00:58] invest time [2:00:59] to go to the [2:01:01] future. [2:01:04] Parang [2:01:04] nag-stay tayo [2:01:06] dun sa normal [2:01:07] manual process natin, [2:01:08] pero walang [2:01:09] planning na... [2:01:10] Up to this point, [2:01:11] 2026 na nga po, [2:01:12] pero hindi pa rin [2:01:13] nakaslatag yun [2:01:15] future-proof [2:01:16] automation natin. [2:01:17] So, [2:01:18] siguro, [2:01:18] Mr. Chair, [2:01:18] I can suggest [2:01:20] the department [2:01:21] should start [2:01:21] investing in [2:01:22] technology where [2:01:23] all of these [2:01:24] are achievable. [2:01:25] It's a matter [2:01:26] of investment, [2:01:27] pero importante, [2:01:28] may planning, [2:01:29] may roadmap tayo [2:01:30] kung anong [2:01:31] dapat natin gawin [2:01:32] and slowly, [2:01:33] how we can [2:01:34] implement sa mga [2:01:35] areas na medyo, [2:01:36] siyempre, [2:01:37] may mga challenges [2:01:38] like internet, [2:01:39] magandang, [2:01:39] pero lahat yan, [2:01:40] Mr. Chair, [2:01:41] I think it's very [2:01:42] achievable. [2:01:43] It's just, [2:01:43] we have to start [2:01:44] planning right now [2:01:44] and start [2:01:46] looking at [2:01:47] schools [2:01:48] who are [2:01:49] implementing [2:01:50] all of this already [2:01:51] and matter of [2:01:51] compiling that [2:01:53] and set up [2:01:55] lang na tailor-fitted [2:01:57] sa atin [2:01:58] sa DepEd. [2:01:59] Pero very achievable [2:02:00] and very simple [2:02:01] lang yan. [2:02:01] Kung nagagawa nga [2:02:02] sa manual na [2:02:03] Excel, [2:02:05] mabilis na yun [2:02:05] i-secure [2:02:07] for data privacy, [2:02:09] for storage [2:02:10] and all those [2:02:11] databasing. [2:02:12] So marami naman [2:02:13] company rin [2:02:14] nag-consult [2:02:17] on how we can [2:02:18] do this. [2:02:19] So yun lang, [2:02:19] Mr. Chair, [2:02:20] I think we need [2:02:21] to start investing [2:02:22] on that automation. [2:02:23] Honorable Gatchalian, [2:02:25] yung unang narinig ko [2:02:26] kay Honorable Tonchi, [2:02:28] in fact, [2:02:28] hindi naman kailangan [2:02:29] ng ganong kagrabing [2:02:31] technology. [2:02:32] Even the first step [2:02:33] lang, [2:02:34] na hindi man lang [2:02:35] mag-re-read out [2:02:35] one by one [2:02:36] para ma-verify. [2:02:38] Yun pa lang, [2:02:39] we'll save the teacher [2:02:40] sometime. [2:02:41] Makaka-gaang. [2:02:42] Sabi nga ni Ma'am Lourdes, [2:02:43] ginagawa kahit [2:02:43] hanggang middle school, [2:02:44] nagagawa na yung [2:02:45] ganong system. [2:02:46] Hindi naman, [2:02:47] hindi lahat [2:02:48] masyadong [2:02:49] technology investment [2:02:51] ang kailangan. [2:02:51] Sabi ni teacher [2:02:53] Tin Tonchi, [2:02:55] nung teacher siya, [2:02:56] sasubmit lang niya [2:02:56] sa registrar. [2:02:58] It's a physical [2:02:59] submission also, [2:02:59] I suppose. [2:03:00] Yun lang eh. [2:03:02] Hindi naman lahat [2:03:03] kailangan ng, [2:03:04] kasi kung lahat [2:03:05] all in one [2:03:06] sa solve natin, [2:03:06] dapat may wifi, [2:03:08] may technology, [2:03:09] magtatagal pa. [2:03:10] Talagang, [2:03:11] baka nag-retire na tayong [2:03:12] lahat, [2:03:13] yan pa rin yung problema. [2:03:14] But, [2:03:14] immediate yung problema [2:03:16] ng teacher, [2:03:16] lalo na sa end eh. [2:03:18] Makaka-problema [2:03:19] sa end of, [2:03:20] yung end block na yun eh. [2:03:21] Kahit sa quarters eh. [2:03:23] Baka naman may system [2:03:24] na hindi na kalambasahin [2:03:25] one by one. [2:03:27] Magtanong na tayo sa UP, [2:03:28] baka pwedeng maimbitahan [2:03:29] si President Jimenez. [2:03:32] Ang Ateneo. [2:03:33] Si Ma'am Lourdes, [2:03:34] baka pwedeng yung [2:03:34] mga conference lots sila [2:03:36] just for them to advise you [2:03:38] kahit yung maliliit lang na [2:03:40] baby step [2:03:41] pero wala na na sa teacher. [2:03:42] That's right, [2:03:44] Mr. Chair. [2:03:44] Siguro mas, [2:03:45] masimulate lang natin [2:03:46] sa isang school. [2:03:48] At least, [2:03:48] makita yung system [2:03:49] pa paano gagawin. [2:03:50] Isimulate lang [2:03:51] and then, [2:03:52] from there, [2:03:52] makakaskade naman yan [2:03:53] slowly [2:03:54] tapos ma-identify [2:03:55] kung sino yung mga school [2:03:56] na mas mahirap [2:03:57] i-implement, [2:03:58] sino yung mga school [2:03:58] na pwede i-implement. [2:04:00] Yes, [2:04:00] Honorable Chair, [2:04:02] pwedeng-pwede [2:04:02] magpilot sa [2:04:04] forward-looking city [2:04:05] of Valenzuela. [2:04:07] Di ba, [2:04:08] Chair? [2:04:08] The point is, [2:04:10] parang hindi naman siya [2:04:11] rocket science eh. [2:04:13] And at the end of the day, [2:04:15] we don't have to [2:04:16] reinvent the wheel eh. [2:04:17] Kung nagagawa na, [2:04:20] of course, [2:04:20] security is important [2:04:21] and yung accuracy, [2:04:22] pero you can do that. [2:04:24] Ma'am Lourdes, [2:04:25] you wanted to say something. [2:04:26] Yes, [2:04:26] when we started it, [2:04:29] you know, [2:04:30] only my math teacher [2:04:31] did it in Excel [2:04:33] and then did the formula [2:04:35] and then showed it to us [2:04:37] and then shared it [2:04:38] with the other teachers. [2:04:39] Basap na yung nage-encode [2:04:40] and then ando na yung formula, [2:04:41] ayan po agad. [2:04:42] And then kami rin pong [2:04:43] private school every year [2:04:44] and nag-sasubmit po kami [2:04:46] sa DepEd through the division. [2:04:49] Lourdes, [2:04:50] ang sabi ni Honorable Tonchi, [2:04:52] nung teacher siya sa UP, [2:04:55] 90s yun, [2:04:56] of course, [2:04:57] napakatagal na nun, [2:04:58] talaga ngayong panahon na yun, [2:04:59] medyo malayo na. [2:05:01] But then, [2:05:02] nagawa pa rin nila [2:05:03] easing the burden [2:05:05] from the teachers [2:05:06] and the school heads. [2:05:10] Baka it's a matter of hiring eh. [2:05:12] Di ba? [2:05:12] Yung sa division ah, [2:05:14] do not talaga, [2:05:15] baka you can do something about it. [2:05:18] Di ba? [2:05:19] Someone, [2:05:19] yes, [2:05:20] Ma'am Elma, [2:05:21] tama ba? [2:05:21] Please state your full name [2:05:23] and the institution group you belong to. [2:05:25] Ma'am Elma A. Panuncio [2:05:26] from Napshi po, [2:05:28] and at the same time, [2:05:29] department head po ako ng mathematics. [2:05:33] So, [2:05:33] I confer with Ma'am, [2:05:34] no? [2:05:35] Kasi, [2:05:35] ito pong sinasabi ninyo [2:05:37] mga forms na to, [2:05:39] actually po, [2:05:39] ginagamit na namin sa field [2:05:41] for the information of everyone. [2:05:43] Ginagamit na po namin. [2:05:44] Ang problema lang po namin dito [2:05:46] ay security. [2:05:48] Kasi nga po, [2:05:48] baka mapunta sa maling kamay, [2:05:50] makuha yung data ng bata. [2:05:52] But, [2:05:52] sa amin, [2:05:53] sa curriculum ko, [2:05:55] kasi curriculum chairman ako, [2:05:57] I see to it na [2:05:58] kami lang, [2:05:59] ako lang, [2:06:00] at yung aking mga advisors [2:06:02] ang nakakahawak na mga form. [2:06:04] Actually, [2:06:05] this is a program, [2:06:07] ano, [2:06:07] Excel po, [2:06:08] naka-Excel siya. [2:06:09] So, [2:06:09] we started with the SF1 [2:06:11] to, [2:06:12] down to SF10. [2:06:13] Lahat po yan, [2:06:14] nakalink. [2:06:15] So, [2:06:15] we just encode our learner's name [2:06:18] and other info. [2:06:20] Actually po, [2:06:21] when I started, [2:06:22] it was at Calderon, [2:06:24] FG Calderon High School. [2:06:27] Nung 2000, [2:06:28] ano pa po ito, [2:06:29] 2006, [2:06:30] if I'm not mistaken, [2:06:32] I am with, [2:06:32] one of the officers of, [2:06:35] ano na ngayon, [2:06:35] nasa central office na, [2:06:37] yung isa kong kasama [2:06:38] na nag-develop nito. [2:06:40] Kasama ko siya, [2:06:41] that unti-unti namin siyang ginawa. [2:06:43] We started actually from SF1 [2:06:45] to SF5. [2:06:46] And later on, [2:06:47] naging SF6, [2:06:49] 7, [2:06:50] 8, [2:06:50] 9, [2:06:51] until 10. [2:06:52] Ngayon po, [2:06:52] ginagamit namin hanggang SF10. [2:06:54] Yung security aspect, [2:06:56] kasi baka yun yung concern. [2:06:57] Yes po. [2:06:58] Yun po actually, [2:06:59] ang aming pinaka-actually, [2:07:01] takot, [2:07:01] kasi baka mamaya, [2:07:03] makasuhang kami ni DepEd. [2:07:05] Kaya ayaw po namin na, [2:07:06] ilabas sa iba, [2:07:07] kasi kami lang yung nakakaalam. [2:07:09] How did you ensure na, [2:07:11] secure yung data? [2:07:12] Ang aming pong ginagawa, [2:07:14] ay yung, [2:07:15] USB namin. [2:07:17] Kami-kami lang. [2:07:18] Okay, [2:07:19] you submit the USB to me, [2:07:20] after, [2:07:21] na naming ma-read yung form. [2:07:23] Hindi na pwedeng maibigay sa iba. [2:07:26] Baka nga mas maganda, [2:07:27] walang wifi eh. [2:07:28] Actually sir, [2:07:29] hindi wifi po ang ginagamit namin. [2:07:30] May stand alone na computer, [2:07:32] dun ipapasok. [2:07:33] Dun lang po. [2:07:34] USB ang ililipat sa [2:07:35] schools division, [2:07:37] or, [2:07:37] or, [2:07:38] di ba? [2:07:39] Yes sir. [2:07:39] Para pati security, [2:07:41] hindi na magka problema [2:07:42] sa transmission, [2:07:43] baka ma-intercept. [2:07:45] Yes. [2:07:46] Yes sir, [2:07:47] your honor. [2:07:47] Yes, [2:07:48] di ba? [2:07:48] Yan lang po. [2:07:49] So sharing lang po. [2:07:51] Yes sir, [2:07:52] just to share din, [2:07:52] dun po sa aming network. [2:07:55] Meron na kung at least apat po. [2:07:57] Meron sa Northern Samar, [2:07:58] meron sa Pampanga, [2:08:00] sa Bulacan, [2:08:01] sa Iriga City, [2:08:02] na gumagamit po ng automation. [2:08:04] Baka nakita na rin [2:08:05] ng DepEd doon. [2:08:06] At, [2:08:06] higit po namin [2:08:07] ang dami nating talent [2:08:08] sa Department of Education [2:08:10] na noon po. [2:08:11] Sa loob, [2:08:11] na pwede din i-harness [2:08:13] ng DepEd para gawin. [2:08:15] So, [2:08:15] ito yung manifestation po [2:08:16] na even yung ating mga tao [2:08:17] sa iba ba, [2:08:18] yung ating mga teacher, [2:08:20] yung ating mga principles po, [2:08:21] yung nag-iisip ng paraan. [2:08:22] Beyond doon sa traditional [2:08:24] na paraan na ginagawa po [2:08:26] ng DepEd as a whole. [2:08:28] Baka kailangan na po [2:08:29] talaga natin itong... [2:08:30] Actually po, [2:08:31] 2024 po, [2:08:31] napag-usapan natin naman namin [2:08:33] sa office ni Yusek. [2:08:35] Pabral po ito. [2:08:36] At mukhang, [2:08:37] dun sa huli kong nakitang [2:08:39] notice sa DepEd [2:08:42] ay parang ginagawa naman po nila ito. [2:08:44] Sana madali na. [2:08:45] Sir, [2:08:45] hindi po ito... [2:08:47] Tama po kayo, [2:08:48] hindi mahal. [2:08:48] Hindi po natin kailangan [2:08:50] ng malaking kumpanya [2:08:52] para gumawa po nito. [2:08:54] Yung mga bata nga namin, [2:08:55] mga isudyante namin, [2:08:56] nakakagawa eh. [2:08:57] Importante lang secure. [2:08:58] Yes sir, [2:08:59] yes sir. [2:08:59] Kasi syempre, [2:09:01] dapat meron ding [2:09:02] necessary support po [2:09:04] sa ating mga teacher. [2:09:06] Teacher Benjo? [2:09:07] Yung laptop nga po, [2:09:08] nung mga kailangan namin. [2:09:10] Teacher Benjo, [2:09:11] Teacher Robiso, [2:09:12] kayo ang sasagot [2:09:13] ng question na to. [2:09:16] Sa remaining 75 forms, [2:09:19] manageable ba yan [2:09:20] na magawa [2:09:21] dun sa 4-day opening block [2:09:23] and sa 5-day end of term. [2:09:25] Yes or no na lang? [2:09:27] Hindi po, [2:09:28] Mr. Chair. [2:09:28] Hindi. [2:09:29] Teacher Benjo? [2:09:31] Mahirap to hindi talaga. [2:09:33] Hindi. [2:09:35] Pasensya na, [2:09:35] Ma'am Aguinaldo. [2:09:36] As a principal, [2:09:37] kilala mo lahat [2:09:37] ang teacher mo. [2:09:38] Alam mo yung [2:09:39] dinadaanan ng teachers ninyo. [2:09:41] Tingin po ninyo, [2:09:43] as head of school, [2:09:45] manageable ba [2:09:45] na magawa yung [2:09:46] magawa [2:09:48] at masubmit on time [2:09:50] yung remain, [2:09:51] yung 75 forms [2:09:52] dun sa 4-day opening block [2:09:55] and 5-day end of term. [2:09:57] As for me, [2:09:59] Mr. Chair, [2:09:59] hindi po. [2:10:00] Hindi kaya. [2:10:01] Dr. Torricampo, [2:10:03] ikaw naman, [2:10:04] ano naman, [2:10:05] jurisdiction mo, [2:10:06] yung mga principal. [2:10:07] Alam mo yung experience [2:10:08] na mga, [2:10:09] baka naging principal [2:10:10] rin po kayo. [2:10:11] Based on your experience, [2:10:13] yung tanong kasi [2:10:13] ng EDCOM 2, [2:10:14] simple lang eh. [2:10:16] Without eating up [2:10:17] on the extractional days, [2:10:19] kaya ba yung 75 forms? [2:10:20] Kasi during service of blocks, [2:10:22] palagay ko po hindi kaya. [2:10:23] Mag-i-extend pa rin [2:10:24] sila sir sa ibang block. [2:10:25] Dr. Ibanez, [2:10:28] naging principal rin po kayo, [2:10:29] Dr. Ibanez, [2:10:30] or teacher, [2:10:32] principal? [2:10:34] Regional supervisor po. [2:10:36] In your experience, [2:10:37] but if it's an unfair question, [2:10:39] do you think, [2:10:40] you can say, [2:10:41] hindi mo, [2:10:41] hindi mo, [2:10:42] ano to, [2:10:42] is it possible, [2:10:44] yung 75 remaining forms [2:10:46] kaya magawa? [2:10:47] For the three calendar? [2:10:51] Merong four days eh, [2:10:53] sa opening block, [2:10:54] at five days, [2:10:55] end of term. [2:10:57] Yun yung binibigay na period [2:10:58] under the proposed three terms. [2:11:01] Kaya ba yung 75 forms [2:11:02] na magawa [2:11:04] at ma-i-submit completely? [2:11:06] As superintendent, [2:11:07] we always tried [2:11:08] to get things done. [2:11:09] Yes, [2:11:09] we understand that, [2:11:10] I'm sure. [2:11:11] Pero mahirap rin. [2:11:12] Very difficult. [2:11:12] But feasibility-wise, [2:11:14] if during the opening block [2:11:17] and the end of the term block, [2:11:20] that would be very difficult. [2:11:22] But if you're given [2:11:22] the flexibility, [2:11:24] like for example, [2:11:24] we have schools [2:11:25] with single shift, [2:11:26] maybe in the afternoon, [2:11:28] you can also do that. [2:11:29] So may chance [2:11:30] na ma-eat up nga. [2:11:31] Yung tinatanong kasi [2:11:32] ng Attorney Salinas, [2:11:33] is your question [2:11:34] kung mag-eat up ito [2:11:35] dun sa instructional days [2:11:37] na medyo konti na rin? [2:11:39] Yes, sir. [2:11:39] So that's been [2:11:40] the primary concern [2:11:42] of EDCOM. [2:11:42] In terms of [2:11:43] ensuring protection [2:11:44] of the instructional time, [2:11:45] which is the impetus [2:11:46] of the policy, [2:11:48] given the magnitude [2:11:50] and the current streamlining, [2:11:52] anong mangyayari? [2:11:53] Will we be able [2:11:54] to do it in such a way [2:11:56] that it does [2:11:57] fulfill the requirements [2:11:58] and the data [2:11:59] will be scalable [2:12:00] and undertaken properly? [2:12:02] Pero given that [2:12:03] short runway of time, [2:12:05] kahain at kahain po ba [2:12:06] siya sa instructional period? [2:12:07] Moving forward. [2:12:08] So, Director Pante, [2:12:09] Asik Janir, [2:12:09] just submit to us [2:12:10] in writing [2:12:11] by early next week [2:12:12] your response [2:12:13] to this question, [2:12:15] kung kaya. [2:12:16] And kung kaya, [2:12:18] again, [2:12:19] we will talk to you [2:12:20] na lang the next week. [2:12:21] Pero kung hindi kaya, [2:12:22] ano yung proposal [2:12:23] ng DepEd? [2:12:24] Kasi yung instructional days [2:12:25] yung prima-protect natin eh, [2:12:26] di ba? [2:12:27] Kunti na nga [2:12:28] nung instructional days, [2:12:29] baka kainin pa. [2:12:29] So, early next week, [2:12:32] so tatlong report na yun, [2:12:33] no? [2:12:34] Alright, [2:12:35] parang we don't belabor the point [2:12:36] kasi yun naman talaga [2:12:37] yung issue dito eh. [2:12:39] Next question nila, [2:12:44] Can DepEd clarify [2:12:45] which forms are due, [2:12:47] when, [2:12:48] they must be submitted, [2:12:49] and who is responsible? [2:12:51] Yung 75 forms na ito, [2:12:53] iba-iba, [2:12:54] merong dito [2:12:54] in charge [2:12:55] ang superintendent ba? [2:12:57] Meron dito [2:12:57] in charge [2:12:58] ang principal? [2:13:00] Meron bang in charge [2:13:00] dito teacher? [2:13:02] O lahat teacher? [2:13:03] Mr. Chair, [2:13:05] itong 75 teacher. [2:13:07] Teachers ng labio. [2:13:09] Pero hindi naman po sila [2:13:11] everyday alasabay-sabay gagawin. [2:13:12] Magbigay lang po ako [2:13:13] ng isang halimbawa. [2:13:16] Yung nakalagay dito, [2:13:19] intake sheet, [2:13:20] ito yung incident report [2:13:22] na in-accomplish [2:13:22] ng guidance design made. [2:13:25] I-accomplish lang po ito, [2:13:26] Mr. Chair, [2:13:27] kung, [2:13:27] syempre, [2:13:28] kung merong incidents [2:13:29] ng bullying. [2:13:29] That's correct. [2:13:30] So, [2:13:31] ang gagawin na lang namin, [2:13:32] Mr. Chair, [2:13:33] ay, [2:13:34] alin dito sa mga 75 forms [2:13:36] ang kailangan [2:13:37] i-accomplish [2:13:39] sa opening block? [2:13:41] You will break that down. [2:13:42] Yes po, Mr. Chair. [2:13:43] And then, [2:13:44] you will also break down [2:13:45] kung kailangan, [2:13:46] kasi yung question is, [2:13:47] hindi lang sino yung gagawa, [2:13:49] yung exact period [2:13:50] kung kailangan [2:13:50] i-submit, [2:13:53] and [2:13:54] kung hindi ma-submit, [2:13:55] sino ang may [2:13:56] responsibility [2:13:58] at ano yung penalties? [2:13:59] Would you give that [2:14:00] to us na lang in writing? [2:14:01] The third question is, [2:14:05] Attorney Salinas, [2:14:06] is that acceptable? [2:14:09] I'll wait [2:14:09] na submission na lang po, [2:14:10] Mr. Chair. [2:14:11] Thank you. [2:14:11] What is the third? [2:14:12] What is DepEd's [2:14:13] concrete timeline for, [2:14:14] ay, ito na, [2:14:15] nasagot na natin kanina to eh, [2:14:16] sama na to, [2:14:17] yung paggamit ng [2:14:18] technology. [2:14:21] So, for this [2:14:22] set of questions, [2:14:23] tatlo lang yun. [2:14:25] Yes, Mr. Chair. [2:14:26] So, any member [2:14:27] with respect to dito [2:14:28] sa una pa lang na issue [2:14:29] before we go [2:14:30] to the RL program, [2:14:34] we will wait [2:14:35] for the response [2:14:36] of DepEd. [2:14:37] If that is amenable [2:14:40] to all members here, [2:14:42] din naman tayo sa aral, [2:14:43] scheduling natin. [2:14:46] So, who, [2:14:47] is anyone going to speak [2:14:48] first on behalf [2:14:49] of DepEd, [2:14:49] o direction na tayo [2:14:50] sa question? [2:14:52] Direction na, [2:14:52] ilang beses na. [2:14:54] Edcom, [2:14:55] do you have something [2:14:56] for, [2:14:58] Attorney Salinas? [2:14:59] Yes, Mr. Chair. [2:15:00] Yes, Mr. Chair. [2:15:02] Sandali lang ito. [2:15:03] Yes, Mr. Chair. [2:15:03] We compressed it. [2:15:05] We're mindful of the time [2:15:06] as well, Mr. Chair. [2:15:06] We'll take it. [2:15:08] Yes, once again, [2:15:09] good morning to our [2:15:10] resource persons, [2:15:11] good morning to our [2:15:11] esteemed members [2:15:12] of the committee. [2:15:13] So, thank you for giving us [2:15:14] this very short [2:15:15] runway of opportunity [2:15:17] to present some of the [2:15:18] key findings and policy [2:15:19] recommendations of Edcom [2:15:21] with respect to the [2:15:22] various learning recovery [2:15:23] programs, [2:15:24] specifically focusing [2:15:25] on the adult implementation [2:15:27] of the adult law, [2:15:28] particularly due to [2:15:29] an on-site site visit [2:15:32] by our Edcom [2:15:33] commissioners and co-chairs [2:15:34] held earlier this week. [2:15:36] This is just next slide. [2:15:42] So, just to give [2:15:44] a very quick refresher, [2:15:45] addressing functional [2:15:46] literacy is part and parcel [2:15:48] of Edcom's key [2:15:49] end-of-school-year targets [2:15:51] under its national [2:15:52] workforce development plan. [2:15:54] It's 10-year workforce [2:15:55] development plan [2:15:56] that was presented [2:15:58] earlier this year. [2:16:00] So, there's a goal [2:16:01] to ensure that [2:16:02] the comprehensive reader [2:16:03] learning assessment [2:16:04] grades will be able [2:16:06] to be scaled up [2:16:07] and also our [2:16:09] fill IRI [2:16:10] or our rapid [2:16:11] improvement [2:16:16] for grade 10 students [2:16:18] will also be addressed. [2:16:20] So, that's the proposal. [2:16:21] Next slide. [2:16:23] So, based on data [2:16:24] submitted by Edcom, [2:16:25] by DepEd to Edcom, [2:16:27] there had been [2:16:28] improvements [2:16:28] in terms of [2:16:29] the outcomes [2:16:30] for some, [2:16:33] but particularly [2:16:34] for CRLA, [2:16:36] for key stage 1 learners, [2:16:38] based on DepEd submission, [2:16:40] there has yet to be [2:16:42] a substantial improvement [2:16:43] in terms of [2:16:45] young findings [2:16:45] from 2024 to 2025 [2:16:47] and the end-of-school year [2:16:49] for 2025 to 2026. [2:16:51] The goal is to be able [2:16:52] to scale that up [2:16:53] from 47.74%, [2:16:56] which is the baseline, [2:16:57] 57% by 2026, [2:17:00] 66% by 2027, [2:17:02] and then finally, [2:17:03] 75% by 2027. [2:17:05] Next slide. [2:17:07] For fill IRI, [2:17:09] which is basically [2:17:09] the reading assessment [2:17:10] for our grade 10 students, [2:17:13] there had been [2:17:14] a marked improvement [2:17:15] from 18.1% [2:17:18] at the baseline. [2:17:20] As of now, [2:17:20] there was a marked improvement [2:17:22] in terms of seeing [2:17:22] that it now went up [2:17:24] to 49% of those [2:17:25] that are reading [2:17:26] at the grade level, [2:17:27] at the targeting grade level. [2:17:30] Next slide. [2:17:32] And of course, [2:17:32] for mathematics, [2:17:33] which has always been [2:17:35] a pain point [2:17:35] in terms of [2:17:36] our students' assessments [2:17:38] and their learners' assessments, [2:17:39] there also had been [2:17:40] a marked marginal, [2:17:43] but a marked improvement [2:17:44] from 40.49% [2:17:46] from the previous [2:17:47] end of school year [2:17:48] to 42% [2:17:49] from this end of school. [2:17:52] So basically, [2:17:53] in terms of [2:17:53] the entire policy outlook, [2:17:55] EDCOM in its, [2:17:56] during, [2:17:57] next slide, [2:17:58] that's okay. [2:17:58] Next, [2:17:59] so with the, [2:18:00] from 2024, [2:18:01] during the 19th Congress, [2:18:02] EDCOM had filed, [2:18:03] our EDCOM commissioners, [2:18:04] our house commissioners, [2:18:05] filed House Resolution 1805, [2:18:08] which we believe [2:18:09] gave impetus [2:18:09] to the expanded scope [2:18:11] of the learning recovery programs [2:18:13] that we believe [2:18:14] DEP-ED has been able [2:18:15] to fully implement. [2:18:16] So this was based [2:18:17] on the fact [2:18:18] that there were findings [2:18:19] by our partners [2:18:20] at USAID [2:18:21] that the suspension [2:18:23] of the regular academic program [2:18:24] for 8 to 12 weeks [2:18:25] to implement [2:18:26] a focused learning [2:18:27] intervention recovery program [2:18:28] would give way [2:18:29] to an improvement [2:18:30] in terms of [2:18:31] learning outcomes [2:18:33] for regions 5 and 6. [2:18:35] So that's basically [2:18:36] the key design, [2:18:37] dedicated and interrupted [2:18:38] remediation period, [2:18:40] focus on literacy [2:18:41] and numeracy, [2:18:42] and pre- and post-assessments [2:18:43] to ensure recovery. [2:18:44] Next slide. [2:18:47] So once again, [2:18:48] this is just a brief [2:18:49] landscape of the [2:18:50] Dep-ED learning recovery programs [2:18:52] that were undertaken [2:18:53] since 2024, [2:18:54] National Learning Camp, [2:18:56] the Bawat-Balipino Magbawat-Bagbabasa-Bilipino, [2:18:59] LRP, [2:19:00] and of course, [2:19:01] the ARL program. [2:19:02] Next slide. [2:19:04] Also, as we can see, [2:19:05] there has been substantial [2:19:06] resource investment [2:19:07] from 2024 to 2026 [2:19:10] for 8.93 billion [2:19:12] for this year. [2:19:12] And so with that, [2:19:13] once again, [2:19:14] just a quick landscape, [2:19:16] the National Learning Camp [2:19:17] and then the [2:19:18] Bawat-Batamakabasa program [2:19:20] from 2024 [2:19:22] and 2025 respectively. [2:19:24] Next slide. [2:19:26] And as of now, [2:19:26] we're currently [2:19:27] in the process [2:19:28] of fully implementing [2:19:29] the ARL program. [2:19:32] So we have ARL summer [2:19:33] for reading, [2:19:34] ARL summer for math, [2:19:35] and then of course, [2:19:36] senior high school [2:19:37] mediation in English. [2:19:38] So basically, [2:19:41] what's more important here [2:19:42] is we see [2:19:42] that there have been [2:19:44] marked improvements [2:19:46] in terms of the implementation [2:19:47] of the program. [2:19:48] But the next slide, [2:19:51] despite that, [2:19:52] there is still [2:19:53] that marked problem [2:19:54] that we have [2:19:54] in terms of that [2:19:55] 40% of learners, [2:19:57] despite these [2:19:58] scalable and implemented [2:20:00] learning recovery programs, [2:20:02] 40% of all learners [2:20:03] from across all grade levels [2:20:05] still struggle [2:20:06] in terms of their reading comprehension. [2:20:09] For instance, [2:20:11] in grades two to six, [2:20:12] one-third of learners [2:20:13] are struggling. [2:20:14] For grade seven to ten, [2:20:15] nearly half are frustrated learning. [2:20:17] And this actually, [2:20:18] next slide, [2:20:21] while, you know, [2:20:22] as mentioned earlier, [2:20:22] there have been promising gains, [2:20:24] but we're still fully [2:20:25] yet to ascertain [2:20:27] whether these can be [2:20:28] directly correlated [2:20:29] or co-stated [2:20:30] from the learning recovery programs, [2:20:33] particularly for adults, [2:20:34] since this is its full year [2:20:35] of fully scaled improvement. [2:20:37] Next slide. [2:20:41] However, [2:20:41] we do want to point out [2:20:43] that one key data point [2:20:44] that we received [2:20:45] from DepthEd [2:20:45] just this April [2:20:46] is the fact that [2:20:48] as of this finding, [2:20:50] only 12% of learners [2:20:52] in the 11th grade level [2:20:54] are independent learners [2:20:56] or learners [2:20:56] or readers [2:20:57] that are fully able [2:20:58] to comprehend [2:20:59] and understand [2:21:00] as expected [2:21:01] from their grade level [2:21:02] what the outcomes [2:21:04] or the information [2:21:05] is supposed to be. [2:21:06] 28.5% [2:21:08] and 58%, [2:21:09] which is the most [2:21:09] urgent number [2:21:13] to be addressed. [2:21:14] 58.9% for them [2:21:15] still feel frustration [2:21:16] at not being able [2:21:18] to achieve [2:21:19] or present [2:21:21] the learning outcome [2:21:22] so 87% [2:21:25] of grade 11 students [2:21:26] is a big number [2:21:27] that we want to have. [2:21:28] Next slide. [2:21:30] So we do take note [2:21:32] of the fact [2:21:32] that there had been [2:21:33] a 12.2% increase [2:21:35] from 2025. [2:21:35] So from 289,000 [2:21:39] to 362, [2:21:40] now there are [2:21:41] 3.52 million learners [2:21:43] because as we understand [2:21:44] previously, [2:21:45] it was voluntary, [2:21:46] it was the participation [2:21:48] for the students [2:21:48] was voluntary, [2:21:49] but this time, [2:21:50] scaling-wise, [2:21:51] there are now [2:21:52] assessments [2:21:52] to determine [2:21:53] whether these students [2:21:54] should be participating. [2:21:58] Next slide. [2:22:00] So as we had seen, [2:22:01] with respect [2:22:02] to the two earlier programs, [2:22:03] primarily those [2:22:04] in 2024 and 2025, [2:22:05] Edcom had found [2:22:06] that if the learning [2:22:08] recovery programs [2:22:09] are assessed [2:22:09] and grouped by need, [2:22:11] placed in smaller classes, [2:22:12] supported by trained [2:22:13] shooters or teachers [2:22:14] with ready-to-use [2:22:15] accurate materials [2:22:16] and sustained [2:22:17] through attendance [2:22:18] and home support [2:22:20] as well, [2:22:21] then these learning [2:22:21] recovery programs [2:22:22] are effective [2:22:24] in so far [2:22:24] as their targets. [2:22:26] We'd also take note [2:22:27] of the fact [2:22:27] that department [2:22:28] ordered number 10 [2:22:29] series of 2026, [2:22:31] only the placement [2:22:31] in smaller classes [2:22:32] is fully implemented. [2:22:35] All of the others [2:22:35] are only partially [2:22:36] implemented [2:22:37] or in the process [2:22:38] of full implementing. [2:22:40] Next slide. [2:22:42] So with that, [2:22:42] we'd like to take [2:22:43] this opportunity [2:22:44] to present [2:22:44] some of the key findings [2:22:45] that we had [2:22:46] during this week, [2:22:47] this Tuesday, [2:22:48] just this last Tuesday, [2:22:49] with our chairperson [2:22:51] and also our new co-chair [2:22:53] for basic education, [2:22:55] the Senate, [2:22:55] Senator Lauren Ligarda. [2:22:57] Edcom participated [2:22:58] in a summer adult site visit [2:23:00] implement, [2:23:00] summer adult site visit [2:23:03] wherein we had [2:23:04] focus group discussions, [2:23:06] we also had a session [2:23:07] and learning and listening sessions [2:23:09] but an ample observation [2:23:10] of the summer [2:23:11] at a recovery rate slide. [2:23:15] So these are some [2:23:16] of the key findings [2:23:17] that we'd like to point out. [2:23:19] So first, [2:23:19] there seemed, [2:23:20] as discussed also [2:23:21] in the side here [2:23:22] with the teacher, [2:23:23] with the teacher Libby, [2:23:24] first, [2:23:26] there's no clear incentive [2:23:28] for the teachers [2:23:29] that participate. [2:23:30] There's a reliance [2:23:31] on volunteerism, [2:23:33] there's a reliance [2:23:34] on teachers [2:23:35] that are willing [2:23:35] to take the time out [2:23:36] to be able [2:23:37] to accomplish [2:23:39] the summer IR program. [2:23:41] So that also [2:23:42] has stemmed [2:23:43] from the fact [2:23:43] that there appeared [2:23:44] to be an ability [2:23:47] to fully engage [2:23:48] external tutors, [2:23:49] whether that's [2:23:50] with respect policy [2:23:51] or hiring. [2:23:53] Another concern [2:23:54] was the fact [2:23:54] that since there's [2:23:56] already a limited pool [2:23:57] and relies solely [2:23:58] on volunteers, [2:23:59] then there are [2:23:59] other grade levels [2:24:00] that are not covered [2:24:01] despite the fact [2:24:03] that they do have [2:24:04] learners or grade levels [2:24:05] that urgently do require [2:24:06] or will or meet [2:24:07] the assessment requirement [2:24:09] to participate in that. [2:24:11] Finally, [2:24:12] these materials [2:24:12] were found to have [2:24:13] some of the materials [2:24:14] submitted for the participation [2:24:16] of the program [2:24:16] were found to have [2:24:18] multiple errors [2:24:19] and the printed copies, [2:24:20] actually the teachers [2:24:21] themselves were the ones [2:24:23] that printed these copies. [2:24:24] They were not distributed [2:24:25] or downloaded properly. [2:24:27] It was pretty much [2:24:28] just undertaken [2:24:28] in terms of give you [2:24:30] the copies of the files [2:24:31] and they were left [2:24:32] to print to their own device. [2:24:35] We also take note [2:24:35] of the fact [2:24:36] that the teacher training [2:24:37] for summer adult program [2:24:39] was only took place [2:24:40] one time. [2:24:42] Granted, [2:24:43] there was a teacher training [2:24:44] for the adult program [2:24:45] as a whole [2:24:45] in general [2:24:46] for September of 2025 [2:24:48] but for summer adult [2:24:49] only one online training [2:24:51] and then finally, [2:24:53] we also took note [2:24:54] of the fact [2:24:54] that there appeared [2:24:55] to be a problem [2:24:56] in terms of participation [2:24:58] of the students. [2:25:00] So these students [2:25:01] signed up, [2:25:02] there were students [2:25:03] that signed up, [2:25:03] however, [2:25:04] the universe [2:25:04] of students [2:25:05] that signed up [2:25:06] and then the universe [2:25:07] of students [2:25:07] that actually showed up [2:25:08] seemed to be shrinking. [2:25:10] in terms of the people [2:25:11] that were targeted. [2:25:13] Next slide. [2:25:15] So with that, [2:25:16] we submit [2:25:16] that there should be [2:25:17] maybe DepEd [2:25:19] or some of our [2:25:19] other policy makers [2:25:20] can consider [2:25:21] how we implement [2:25:23] adult during [2:25:24] the school year itself. [2:25:27] For instance, [2:25:28] compelling students [2:25:28] to attend an extra hour [2:25:29] after class, [2:25:30] especially in schools [2:25:32] that have double [2:25:32] or triple shift. [2:25:34] I mean, [2:25:35] some students [2:25:35] unfortunately [2:25:36] do need to work. [2:25:37] Some learners [2:25:38] do need to also [2:25:39] go home right away. [2:25:41] this, [2:25:42] you know, [2:25:43] in the hierarchy [2:25:44] of needs, [2:25:45] they decided [2:25:46] to no longer [2:25:46] participate [2:25:47] in terms of [2:25:48] further [2:25:48] IRL program itself. [2:25:51] We also do [2:25:51] present that [2:25:52] these need [2:25:52] to not be [2:25:53] studied in a one-size-fits-all [2:25:54] manner. [2:25:56] You have to [2:25:56] differentiate them [2:25:57] based on their skills, [2:25:58] based on their capabilities. [2:26:00] They have to be met [2:26:00] where they are [2:26:01] in terms of being able [2:26:03] to fully implement [2:26:04] and undertake [2:26:04] the goals [2:26:05] of the IRL program itself. [2:26:07] Third, [2:26:08] it's the IRL program [2:26:09] for all its policy [2:26:11] and intentions. [2:26:13] Maybe there's a way [2:26:14] for us to expand it [2:26:15] to not just be focused [2:26:15] on learning outcomes [2:26:16] but a more holistic outcome [2:26:18] as well [2:26:18] in terms of [2:26:19] understanding [2:26:20] their home conditions. [2:26:22] Maybe some of them [2:26:22] are affected by bullying. [2:26:25] Understand other factors, [2:26:26] not just the metrics [2:26:28] in terms of their performance. [2:26:30] And finally, [2:26:30] based on what we had presented, [2:26:31] that 87% [2:26:32] of those in grade 11 [2:26:35] are not independent readers [2:26:39] or do not read [2:26:40] at the grade level [2:26:40] that they should be in, [2:26:42] there's a need for us [2:26:43] to really understand [2:26:44] that maybe DepEd [2:26:45] can reconsider the resign [2:26:46] of their strength [2:26:47] and senior high [2:26:48] IRL programming. [2:26:51] And so finally, [2:26:52] we have here [2:26:53] just some series of questions [2:26:54] for the consideration [2:26:55] once again of the committee. [2:26:57] In any case, [2:26:57] the targeting [2:26:58] of external tutors, [2:27:00] being able to provide [2:27:00] incentive to teachers. [2:27:02] We've also informed [2:27:03] that vision screening, [2:27:05] we believe, [2:27:06] in accordance [2:27:06] with the Public Act [2:27:07] 11358, [2:27:08] does have to be undertaken [2:27:09] as well. [2:27:10] How will that be? [2:27:12] The screening tools [2:27:13] will be required. [2:27:13] And finally, [2:27:14] for the 88% [2:27:15] of non-independent leaders, [2:27:17] how will revise [2:27:17] senior high school [2:27:18] elective support [2:27:19] in the meeting? [2:27:21] So thank you for your time, [2:27:22] Mr. Chair. [2:27:24] Thank you as well [2:27:25] to the rest of the team. [2:27:26] Thank you, EdCom2. [2:27:27] First, the members. [2:27:29] Oh, wait. [2:27:30] Before we go, [2:27:31] maybe we also have with us, [2:27:33] oh, Dr. Jenny Hoxson. [2:27:37] Do you want to comment [2:27:40] on any of this [2:27:41] this happens [2:27:41] as a program [2:27:42] from the Teacher Education [2:27:44] Council's point of view? [2:27:46] Thank you, Mr. Chair. [2:27:47] Mr. Chair, [2:27:48] the role of the [2:27:49] Teacher Education Council [2:27:50] in support [2:27:51] of the external tutors [2:27:53] or voluntary tutors [2:27:54] from the pre-service [2:27:55] teacher education curriculum. [2:27:57] For 2025, [2:27:58] Mr. Chair, [2:27:59] for the school year [2:28:01] that just ended, [2:28:03] we were able [2:28:04] to support the TEIs [2:28:05] wanting to join [2:28:07] the DepEd [2:28:08] in terms of the program. [2:28:09] What we need [2:28:10] to accomplish, [2:28:11] sir, [2:28:11] and we're very delayed [2:28:12] and that's an admission [2:28:14] of guilt, [2:28:15] Your Honor, [2:28:16] the word delayed [2:28:17] is that to support [2:28:18] the TEIs [2:28:18] in terms of [2:28:19] integrating it [2:28:20] in the program. [2:28:21] In particular, [2:28:22] Your Honor, [2:28:22] two perspectives. [2:28:24] One is in the extension [2:28:25] program of all [2:28:26] of the teacher education [2:28:27] institutions. [2:28:29] The challenge there, [2:28:30] Mr. Chair, [2:28:30] is that our TEIs [2:28:31] wanted very much [2:28:32] to include [2:28:33] the RL program [2:28:34] in their extension. [2:28:35] However, [2:28:36] that's not given [2:28:36] any point [2:28:37] by accreditation [2:28:38] or anything. [2:28:39] So we're trying [2:28:40] to harmonize, [2:28:41] Mr. Chair, [2:28:42] that that be included [2:28:43] as their point [2:28:44] or additional support [2:28:47] from the Commission [2:28:49] on Higher Ed [2:28:49] and the accrediting agencies. [2:28:52] The second integration [2:28:53] that we would like [2:28:54] to accomplish, [2:28:55] Mr. Chair, [2:28:55] is in the practicum [2:28:56] component [2:28:57] of the pre-service [2:28:58] teacher ed curriculum. [2:29:00] However, [2:29:01] because of the challenges [2:29:02] in the Commission [2:29:03] in Higher Education's [2:29:05] reframed general education [2:29:07] program, [2:29:08] the TEC [2:29:09] also deemed necessary [2:29:11] to delay [2:29:12] the implementation [2:29:13] of the reframed [2:29:14] pre-service [2:29:14] teacher education curriculum [2:29:16] in which [2:29:17] the practicum component [2:29:18] or the experiential [2:29:20] program component [2:29:21] has embedded [2:29:23] the RL program. [2:29:24] So in the coming [2:29:25] school year, [2:29:26] in this coming school year, [2:29:27] Mr. Chair, [2:29:28] we will download [2:29:28] two directions [2:29:30] to our teacher education [2:29:32] institutions, [2:29:33] one to support [2:29:33] the extension, [2:29:34] the other one [2:29:35] to support [2:29:35] the experiential learning [2:29:36] and or practicum [2:29:38] to support the TEIs. [2:29:39] We hope that [2:29:40] we are, [2:29:41] by engaging [2:29:42] our TEIs heavily [2:29:43] in the areas [2:29:45] where the needs [2:29:46] are worst, [2:29:48] where there's a big need [2:29:50] in terms of RL, [2:29:50] we can support. [2:29:52] Ang challenge din lang po [2:29:53] namin, [2:29:53] Mr. Chair, [2:29:54] and our colleagues [2:29:55] ay, [2:29:56] wala kasing malinaw [2:29:57] na perspektibo [2:29:58] mula sa Departamento [2:29:59] ng Edukasyon [2:30:00] kung paano gagamitin [2:30:01] ang aming [2:30:02] pre-service students. [2:30:03] Saan sila papasok, [2:30:06] paano, [2:30:06] anong oras sila kailangan, [2:30:08] and in particular, [2:30:10] also training. [2:30:10] But we're communicating [2:30:11] constantly with our [2:30:12] colleagues in the [2:30:14] DepEd, [2:30:16] Mr. Chair, [2:30:16] we're part of the [2:30:17] TWG of RL. [2:30:19] So nasasagot naman [2:30:20] namin little things, [2:30:22] ang mga bagay-bagay na yan, [2:30:23] kaya lang, [2:30:23] hindi lang one-size-fits-all, [2:30:25] Mr. Chair. [2:30:26] Thank you, sir. [2:30:27] Thank you, Dr. Hoxson. [2:30:28] What about from the [2:30:29] National Association [2:30:29] of Public Secondary [2:30:31] High School Heads? [2:30:32] May comment kayo dito [2:30:33] sa aral program? [2:30:36] Actually, sir, [2:30:37] yung aral po ay [2:30:38] ginagawa na po [2:30:40] sa schools, no? [2:30:41] And at the same time, [2:30:42] yung, [2:30:43] ang nangyayari nga lang po, [2:30:46] magiging totoo. [2:30:50] Hindi po talaga [2:30:52] na momonitor [2:30:53] ng maayos [2:30:55] yung ating [2:30:56] mga bata. [2:30:57] Ibig ko sabihin, [2:30:59] hindi po talaga [2:31:00] siya namimeasure [2:31:01] in total. [2:31:03] Kasi, [2:31:04] based on the teacher, [2:31:07] sa part ng teacher, [2:31:09] ang sabi niya, [2:31:10] eto yun. [2:31:11] Pero, [2:31:12] di ba may baseline tayo? [2:31:14] Pwede na. [2:31:15] Pero kung talagang [2:31:16] susuriin nating mabuti, [2:31:18] mukhang hindi pa talaga [2:31:19] pwede. [2:31:20] Kaya yung percentage [2:31:21] kanina, [2:31:21] tinitingnan kong mabuti, [2:31:24] mukhang ang [2:31:24] mas mataas pa nga [2:31:26] ang nakalagay dyan [2:31:28] kumpara dun sa katotohanan [2:31:30] sa field. [2:31:32] Ang, [2:31:32] are you referring to [2:31:33] the 87%? [2:31:35] Yes, sir. [2:31:36] So, [2:31:36] sinasabi mo, [2:31:37] more than 87% [2:31:39] of grade 11 students [2:31:40] are not independent readers. [2:31:43] Yes, sir. [2:31:45] As, [2:31:46] malikan ko po, [2:31:48] maliban po sa 11, [2:31:49] meron pa po tayong problema [2:31:50] dun sa incoming grade 7. [2:31:53] Sa gaya po sa... [2:31:54] Pero, [2:31:54] meron mataas yun. [2:31:55] Yung 80, [2:31:56] kung, [2:31:56] kung ang, [2:31:57] based on the pilot [2:31:58] assessment, [2:31:59] na ginawa ng DepEd, [2:32:01] na almost 87% [2:32:04] sa grade 11 [2:32:06] ay hindi independent readers, [2:32:09] sinasabi nyo, [2:32:09] baka umabot pa ng 90 yun. [2:32:12] Yes, sir. [2:32:13] Higher? [2:32:14] Yes, sir. [2:32:14] 92? [2:32:15] Tingin ko siguro sa 90%, sir. [2:32:18] Ang, ano? [2:32:18] Hindi independent readers. [2:32:19] Ang hindi pa independent. [2:32:21] Say, for example, [2:32:22] is-state ko yung actual [2:32:23] na ginawa namin itong [2:32:24] kasukan po ng grade 7. [2:32:26] Yes. [2:32:27] Grade 7 po muna ako. [2:32:28] Sa 100 na estudyante [2:32:32] na nag-enroll sa amin. [2:32:34] Yes. [2:32:35] Ang makakapagbasa [2:32:36] at makakapag-intindi [2:32:39] ng binabasa niya [2:32:41] sa 100, [2:32:43] wala pa pong sampu. [2:32:45] Actually, [2:32:46] itong mga batang ito [2:32:47] ay may mga gradong 90 [2:32:48] pataas. [2:32:49] Yes. [2:32:50] Pero pag tinanong mo siya [2:32:51] sa kung ano ang binasa, [2:32:53] kung ano yung konteksto [2:32:55] ng binasa niya, [2:32:56] hindi niya po maipaliwanag. [2:32:57] Yes. [2:32:58] Yun po ang sinasabi ko. [2:32:59] Okay, [2:33:00] magaling ka magbasa. [2:33:01] Ano ang ibig sabihin? [2:33:03] Comprehension ang wala. [2:33:04] Yes, sir. [2:33:05] So tingin ko, [2:33:06] kapag sinabi nating literacy, [2:33:07] hindi pa rin po yun, [2:33:08] hindi pa rin siya [2:33:09] functional literate. [2:33:10] Tama nga. [2:33:12] Thank you, Mama. [2:33:14] Pero narinig ko na rin yan [2:33:15] sa iba eh, actually. [2:33:17] Pero minsan, [2:33:17] pag narinig mo, [2:33:18] sinakalimutan mo. [2:33:19] Hindi natin, [2:33:19] alam mo, [2:33:19] sino ma-invita dito [2:33:20] sa visirin lahat eh. [2:33:22] No, mga pwedeng rip. [2:33:23] But kaya maraming salamat [2:33:24] for that input, [2:33:25] Ma'am Elma. [2:33:25] From the Philippine [2:33:26] Elementary School [2:33:28] Principals Association. [2:33:30] Do you have any comment [2:33:31] on this? [2:33:33] Or later, [2:33:34] later na? [2:33:36] Okay. [2:33:37] Ma'am Ruby, [2:33:38] ACT Teachers. [2:33:40] Thank you, Mr. Chair. [2:33:41] Ah, sisigundahan ko po [2:33:43] yung sinabi ni Ma'am [2:33:44] kasi sa totoo lang po, [2:33:46] ah, napaka, [2:33:48] para po sa aming mga teachers, [2:33:49] kitang-kita namin talaga eh, [2:33:50] no, yung learning gap [2:33:51] ng mga bata. [2:33:52] Ah, conservative pa [2:33:54] sa tingin namin [2:33:54] yung target na 6 million [2:33:56] para dun sa mga [2:33:57] studyanting, [2:33:58] ah, galing doon [2:33:59] sa mga assessment [2:34:00] na ginawa, [2:34:01] yung Carla, [2:34:02] Phil, [2:34:02] E, Elna, etc. [2:34:03] No, ah, [2:34:04] marami pa talaga, no. [2:34:05] Pero, [2:34:06] conservative na nga po [2:34:07] yung target natin, [2:34:08] Mr. Chair. [2:34:09] Ah, hindi pa natin talaga [2:34:10] ma-re-resolve [2:34:12] dahil nga doon [2:34:13] sa implementation [2:34:14] ng aral program. [2:34:15] Gusto ko lang pong [2:34:16] i-register din po, [2:34:17] oh, [2:34:17] na pinatupad po ito [2:34:19] August 2025. [2:34:21] Ah, [2:34:22] Secretary Angara said [2:34:23] dun sa isang [2:34:24] press conference [2:34:25] na zero budget [2:34:26] talaga ito, [2:34:27] pero in-implement po ito [2:34:28] on the grounds. [2:34:29] So, yung data po [2:34:30] na nakikita ninyo, [2:34:31] ah, [2:34:32] we owe it to the teacher. [2:34:34] Nag-hinampanan po [2:34:35] yung kanilang [2:34:35] ah, papel, no, [2:34:37] dito sa aral program [2:34:38] without [2:34:39] overtime pay, [2:34:40] without compensation, [2:34:42] wala po [2:34:43] learning materials. [2:34:45] Binanggit ko na po [2:34:45] ito last January pa [2:34:46] na [2:34:47] gusto namin [2:34:49] bantayan talaga [2:34:50] yung implementation nito [2:34:51] this year [2:34:51] kasi meron tayong [2:34:52] 8.9 billion. [2:34:54] Sa 8.9 billion na ito, [2:34:56] hindi pa rin po [2:34:56] namin ito nakita [2:34:57] in the implementation [2:34:58] of Aral Summer Program, [2:35:00] Mr. Chair. [2:35:01] Kasi [2:35:01] noong May 4, [2:35:03] nagkaroon ng [2:35:03] online orientation, [2:35:05] May 6, [2:35:06] expected po [2:35:07] ang implementation [2:35:07] ng Aral Summer Program. [2:35:09] Nagkukundamahog po [2:35:10] May 5, [2:35:11] yung mga teachers [2:35:12] natin [2:35:12] na magprint [2:35:13] on their own [2:35:14] 12 midnight [2:35:15] para may magamit [2:35:17] kinabukasan. [2:35:18] Ganyan po [2:35:19] yung [2:35:19] sakripisyon [2:35:21] ng mga teachers [2:35:21] natin. [2:35:22] Kaya po, [2:35:23] kami po [2:35:23] sa Alliance of Concerned [2:35:25] Teachers, [2:35:25] gusto talaga [2:35:26] nating ma-address [2:35:27] itong krisis na ito. [2:35:28] Gusto natin [2:35:29] matuto yung mga bata. [2:35:31] Pero, [2:35:31] mahihirapan po [2:35:32] kaming [2:35:33] gawin ito [2:35:34] without support [2:35:35] syempre, [2:35:36] no? [2:35:36] Kasi [2:35:36] unang-una [2:35:37] ang nakita po [2:35:37] namin, [2:35:38] kahit anong [2:35:39] kumbinsi namin [2:35:40] sa mga bata [2:35:40] na pumunta [2:35:41] dun sa mga [2:35:42] sessions [2:35:42] this summer [2:35:43] program. [2:35:44] Hirap po kami [2:35:45] kasi walang [2:35:45] pambaon, [2:35:46] walang pangkain. [2:35:47] Well, [2:35:48] in fact, [2:35:48] ang nakalagay po, [2:35:49] meron po tayong [2:35:49] pondo for food [2:35:50] and transportation. [2:35:52] Even our teachers, [2:35:53] ang sinasabi po nila, [2:35:54] ang pangako lang po [2:35:55] sa amin [2:35:56] ay service credit, [2:35:58] certificate, [2:35:59] pero I think [2:35:59] we deserve din po [2:36:00] compensation. [2:36:02] Kaya po, [2:36:03] hinahapag po namin [2:36:04] dito sa committee [2:36:05] na dapat yung [2:36:06] ating mga teachers [2:36:07] more than service credit [2:36:08] and yung [2:36:09] certificate, [2:36:11] no? [2:36:12] We need remuneration. [2:36:13] Kailangan po [2:36:14] meron ding [2:36:14] compensation [2:36:15] yung ating mga gurong [2:36:16] nag-conduct [2:36:17] ng RR program. [2:36:18] Thank you, [2:36:19] Mr. Chair. [2:36:19] Teachers Dignity Coalition [2:36:21] Sir Benjo? [2:36:22] Yes, [2:36:23] Mr. Chair. [2:36:23] Maganda nga. [2:36:24] Parang wala na akong [2:36:25] sasabihin. [2:36:26] Nasabi na ni [2:36:27] Teacher Rubin. [2:36:28] Saka yung [2:36:28] ang ganda ng [2:36:29] presentation po [2:36:30] ng EDCOM, [2:36:30] ano po, [2:36:31] nagtutugma po [2:36:33] kasi we have [2:36:34] an independent [2:36:35] survey [2:36:36] and yun din po [2:36:37] yung lumalabas [2:36:38] more or less, [2:36:38] no? [2:36:39] Mr. Chair. [2:36:40] Ang pinakamalaki [2:36:41] ang ipopokus ko [2:36:42] na lamang po [2:36:42] yung impact nito [2:36:43] sa teacher, [2:36:44] no? [2:36:44] At itong [2:36:45] summer araw [2:36:47] program, [2:36:47] ito'y parang [2:36:48] preview eh. [2:36:49] Doon sa gagawin [2:36:50] nating [2:36:51] implementation [2:36:51] ng aral [2:36:52] program [2:36:52] sa school year [2:36:53] na ito [2:36:54] na parating. [2:36:55] Una, [2:36:56] may nakita po [2:36:57] tayo dito, [2:36:57] no? [2:36:58] Yung mga bata, [2:36:58] eh, [2:36:59] they are not [2:37:00] actually willing, [2:37:00] no? [2:37:01] To go to school, [2:37:02] no? [2:37:02] At baka sa panahon [2:37:04] na ito, [2:37:04] no? [2:37:05] Sa pagpasok po [2:37:06] ng regular school [2:37:07] year po natin, [2:37:08] baka ganun pa rin. [2:37:09] Ang isa nga namin, [2:37:10] ang isa nga pong [2:37:11] comment ng mga [2:37:12] teacher po dyan, [2:37:13] eh, [2:37:14] kung doon sa regular [2:37:15] classes ka, [2:37:15] hindi siya pumapasok [2:37:16] paano pa sa aral. [2:37:17] But of course, [2:37:18] that's another [2:37:18] matter po, [2:37:19] no? [2:37:20] No? [2:37:20] Padalawa, [2:37:21] no? [2:37:22] Yung, [2:37:22] yung, [2:37:23] nabanggit na rin, [2:37:24] no? [2:37:24] Yung mga teacher po talaga [2:37:25] yung, [2:37:26] yung gumawa [2:37:27] ng mga resources, [2:37:28] ng mga materials, [2:37:29] no? [2:37:30] Para po dito. [2:37:31] And of course, [2:37:31] ang pinakamalaki talaga po, [2:37:33] no? [2:37:33] Itong, [2:37:33] itong remuneration, [2:37:35] no? [2:37:35] Itong, [2:37:36] kasi batay sa aming [2:37:38] ginagamit na batas, [2:37:39] of course, [2:37:40] no? [2:37:40] Ang, [2:37:40] ang, [2:37:40] ang, [2:37:41] ang, [2:37:41] ang aral kasi, [2:37:42] yung aral lo, [2:37:43] magbinabanggit niya, [2:37:44] eh, [2:37:45] yung, [2:37:46] yung, [2:37:46] yung section 7, [2:37:47] ang sinasabi, [2:37:47] pwede daw yung mga teacher na. [2:37:49] No? [2:37:49] Doon kami medyo, [2:37:51] nag-aalangan talaga, [2:37:52] no? [2:37:52] No, [2:37:52] Mr. [2:37:53] Chair, [2:37:53] kasi kapag ginamit po natin [2:37:55] yung mga teacher natin, [2:37:56] as tutors, [2:37:57] aral program, [2:37:57] no? [2:37:58] Tulusot eh, [2:37:59] yung sinasabi nung, [2:37:59] nung, [2:38:00] Deped, [2:38:01] with due respect po po. [2:38:06] Pwede nung hugutin siya [2:38:08] at magturo sa aral. [2:38:09] To compensate [2:38:10] yung iba pang oras [2:38:12] na nawawala. [2:38:13] Eh, [2:38:13] sa tingin namin po, [2:38:14] that's exploitation, [2:38:15] that's exploitative, [2:38:16] no? [2:38:16] Kasi po, [2:38:17] nagtuturo siya eh. [2:38:18] Yung regular classes po natin, [2:38:19] ang regular po, [2:38:20] na, [2:38:21] na, [2:38:21] na, [2:38:22] na, [2:38:22] na, [2:38:22] na, [2:38:23] na, [2:38:23] na, [2:38:23] na, [2:38:23] na, [2:38:24] na, [2:38:24] na, [2:38:24] na, [2:38:24] na, [2:38:24] na, [2:38:24] na, [2:38:24] na, [2:38:25] na, [2:38:25] na, [2:38:25] na, [2:38:25] na, [2:38:25] na, [2:38:26] na, [2:38:26] na, [2:38:26] na, [2:38:26] na, [2:38:26] na, [2:38:26] na, [2:38:27] na, [2:38:28] ngayon siyang tatlong sections na tinuturuan, [2:38:30] ngayon siyang dalawang preparations, [2:38:32] sa limbawa, [2:38:33] ang bigat po niyan, [2:38:34] ang bigat, [2:38:34] napakabigat po niyan. [2:38:36] Tapos bibigyan siya ng another, [2:38:37] no, [2:38:37] aral, [2:38:38] ah, [2:38:39] duties po. [2:38:39] No, [2:38:40] kapag kayon ay pumasok na, [2:38:41] nako, [2:38:41] sobrang bigat lalo. [2:38:43] No, [2:38:43] kasi parang, [2:38:44] it's like, [2:38:44] um, [2:38:45] um, [2:38:46] doubling, [2:38:46] no, [2:38:46] the tasks, [2:38:48] no, [2:38:48] of our teachers, [2:38:49] no, [2:38:49] para po dito sa aral. [2:38:51] So, [2:38:51] ang samin dito, [2:38:52] sana, [2:38:52] huwag naman, [2:38:53] huwag gamitin, [2:38:54] well, [2:38:54] kasi itong narinig namin sa DepEd, [2:38:56] actually, [2:38:56] Mr. Chair, [2:38:57] sa section 13 ng Magna Carta, [2:39:00] yun yung ginagamit pa nila, [2:39:01] no, [2:39:01] na ginagamit nila ito [2:39:03] na sinasabi, [2:39:04] no, [2:39:04] dapat ay, [2:39:05] o pwede yung teacher ay pagturuin [2:39:07] na hanggang 6 na oras, [2:39:08] no. [2:39:08] So, [2:39:08] nagamit pa yung batas [2:39:09] na supposedly protection sa amin, [2:39:11] nagamit para lalong ma-exploit yung teacher, [2:39:13] para dito sa free labor, [2:39:15] sa free na oras ng paguturo. [2:39:18] Kasi libre po ito. [2:39:19] Hindi na siya iko-compensate [2:39:20] kasi nga naman, [2:39:21] wala ka pang 6 na oras [2:39:22] kaya magturo ka sa aral [2:39:24] ng another 2 hours. [2:39:25] So, [2:39:26] siguro, [2:39:26] Mr. Chair, [2:39:26] yun yung gusto po namin talagang [2:39:28] ma-i-clarify dito, [2:39:30] no, [2:39:30] na sana, [2:39:31] yung mga teacher po natin, [2:39:32] ano, [2:39:32] may regular na teaching load, [2:39:35] ay huwag nang [2:39:36] pilitin, [2:39:37] no, [2:39:38] at huwag nang isiksik sa kanya [2:39:39] yung paguturi nito pong [2:39:41] aral program natin. [2:39:43] Dahil, [2:39:43] this is a separate program [2:39:44] of the government [2:39:45] na ginawa. [2:39:46] In fact, [2:39:46] meron nga itong sariling batas, [2:39:48] no. [2:39:48] So, [2:39:48] yun lang po sana. [2:39:49] Sana mag-hire talaga tayo [2:39:50] ng mga tutors. [2:39:51] So, [2:39:51] kung hindi man, [2:39:53] yung mga teacher natin, [2:39:54] gawin nating aral [2:39:55] tutors talaga. [2:39:56] Yun lang ang yung gagawin nila. [2:39:58] Yun lang muna, [2:39:58] Mr. Chair. [2:39:59] Maraming issue, [2:40:00] pero yun lang muna. [2:40:00] Thank you po. [2:40:01] Para maliwanag, [2:40:02] before I call the next, [2:40:03] yung aral program, [2:40:05] itong break na ito, [2:40:07] nandun ako eh, [2:40:08] sa base ko. [2:40:10] I attended both eh. [2:40:12] Ang intindi ko sa teachers, [2:40:13] voluntary. [2:40:14] Walang pinilit sa kanila. [2:40:17] Sa regular class, [2:40:18] ito, [2:40:19] I was there, [2:40:19] talagang ano, [2:40:20] yung sa regular, [2:40:21] academic, [2:40:22] voluntary ba yun? [2:40:23] Sa teacher? [2:40:25] Or does DepEd require them? [2:40:29] Voluntary rin. [2:40:30] Sir Benjo, [2:40:30] I was there in ano eh. [2:40:31] Voluntary. [2:40:32] In fact, [2:40:33] tinanong ko eh. [2:40:34] Ako yung nagtanong sa mga teachers eh. [2:40:36] Sinabi ko sa kanila, [2:40:37] kung ano yung nakukuha nila. [2:40:40] Ang sinagot nila sa akin, [2:40:41] nagkaroon sila ng consultation. [2:40:44] Ang sinabi sa kanila, [2:40:46] service credit leave lang. [2:40:49] Tinanong namin, [2:40:49] what about meal allowance, [2:40:52] transfer? [2:40:52] Sinabi nila nga, [2:40:53] hindi raw pinangako sa kanila yun. [2:40:56] Ang sinabi lang sa kanila, [2:40:57] service credit leaves. [2:40:59] So tinanong namin ng EDCOM 2 [2:41:00] when we were there. [2:41:02] Pero sabi nila, [2:41:02] gusto nilang gawin. [2:41:04] So pero voluntary, [2:41:05] yun ang klinaro nila. [2:41:07] Sa regular academic calendar, [2:41:10] hindi ba voluntary? [2:41:11] Sabi nung DepEd ngayon, [2:41:12] voluntary. [2:41:12] Eh hindi po ganun ang lumalabas eh. [2:41:14] Pag tignan po natin, [2:41:16] kahit doon sa three-term calendar po natin, [2:41:21] doon sa supposed class program, [2:41:24] na template yun, [2:41:26] ng Department of Education, [2:41:28] meron yan, [2:41:28] nirace na po namin yan [2:41:29] nung nakaraan po. [2:41:30] Pangalawa, [2:41:31] ang voluntary lang po, [2:41:32] itong summer. [2:41:33] It's not even voluntary in fact. [2:41:35] Marami po dito, [2:41:36] Pinerza. [2:41:37] Hindi, ganito. [2:41:38] Give us that record. [2:41:39] Because I was there. [2:41:40] Tinanong ko eh. [2:41:41] Kasi nga nagulat ako [2:41:42] na walang transportation allowance, [2:41:45] walang meal allowance, [2:41:47] non-committal yun. [2:41:48] So I asked the teachers, [2:41:50] nandun ako sa forum eh, [2:41:51] I asked the teachers, [2:41:53] bakit kayo pumayag na walang ano, [2:41:56] walang, [2:41:57] kahit meal allowance, [2:41:58] wala raw pinangako sa kanila. [2:42:00] Ang sinabi lang sa kanila, [2:42:02] service credit leave lang [2:42:04] ang ibibigay sa kanila. [2:42:06] That is why, [2:42:06] sa totoo, [2:42:07] talagang, [2:42:10] pareho ninyo, [2:42:10] talagang tuntunga kami sa teachers, [2:42:12] we praise them around, [2:42:13] kasi talagang grabe yung sakripisyo. [2:42:16] Ngayon, [2:42:16] kaya tinanong ko, [2:42:17] clean-arify ko, [2:42:18] voluntary ba yun? [2:42:19] Kung meron dito nung summer program, [2:42:22] ng aral na marireport kayo [2:42:24] na hindi voluntary, [2:42:25] please submit to the committee [2:42:27] para pwede namin, [2:42:28] matanong ka agad sa DepEd, [2:42:31] bakit nang, [2:42:31] kasi at least yung sa base ko, [2:42:33] sure ko. [2:42:35] Kasi nandun ako eh. [2:42:36] I was the one who asked the question, [2:42:37] in fact, [2:42:37] kasi nasurprise ako eh. [2:42:39] Ngayon, [2:42:40] yung sa regular academic calendar, [2:42:41] ang sagot sa atin ng DepEd ngayon, [2:42:43] voluntary yan. [2:42:44] So itong coming, [2:42:45] parating ngayon to, [2:42:46] di ba? [2:42:47] Pag merong hindi voluntary doon, [2:42:49] please report to us [2:42:50] para we can confirm [2:42:52] with ano-ano nangyari. [2:42:54] Chair? [2:42:54] Yes, sir. [2:42:57] Benjo first, yes. [2:42:58] Sige rin po, [2:42:59] i-send na lang rin namin po sa inyo. [2:43:00] Yes, please. [2:43:01] Kasi ano eh. [2:43:02] Result ng survey. [2:43:03] Oo, nandun ako, [2:43:04] in the names, [2:43:05] kasi papatawag namin, [2:43:06] kasi I was there sa base ko, [2:43:08] nung tinanong ko, [2:43:08] I was sa totoo, [2:43:10] na-amaze rin ako sa teachers natin. [2:43:13] Tinanong, [2:43:13] paulit-ulit yung meal allowance. [2:43:15] Tinatanong sa kanila, [2:43:16] kahit meal allowance. [2:43:18] In fact, [2:43:18] ang next question ko, [2:43:20] tinanong ko si principal eh. [2:43:22] Sabi ko kay principal, [2:43:23] bakit kayo pumayag [2:43:24] na wala man lang meal allowance? [2:43:26] Sabi ko, [2:43:27] bakit hindi nyo man lang [2:43:28] sinulatan yung mga LGU ninyo [2:43:31] to ask [2:43:32] para matulungan rin kayo? [2:43:34] I went that far [2:43:35] kasi nga, [2:43:36] imagine, [2:43:37] pinapunta nyo, [2:43:38] nandun sila whole day, [2:43:39] pero [2:43:39] tight meal allowance, [2:43:41] wala. [2:43:41] Yung mga nagtuturo pa, [2:43:44] meron mga nagtuturo [2:43:45] dun sa baseco schools [2:43:46] that we went to [2:43:47] na hindi sila nakatira [2:43:49] sa Maynila. [2:43:50] So may transportation costs. [2:43:52] I asked them personally, [2:43:53] I was doon ng ASEM, [2:43:55] sabi ko, [2:43:55] pumayag kayo [2:43:56] na walang high transport. [2:43:58] Ang sabi nila, [2:43:58] sa amin, [2:44:00] meron kasing iba dun [2:44:01] na sila yung regular teachers [2:44:03] talaga sa school na yun, [2:44:05] gusto rin nila [2:44:05] matulungan raw [2:44:06] yung students nila. [2:44:08] Yung altruism [2:44:08] was very strong. [2:44:10] In fact, [2:44:10] baka recorded pa nga yun eh. [2:44:12] That is why, [2:44:12] yun lang, [2:44:13] we need that, [2:44:13] ano, [2:44:14] para we can, [2:44:15] we can, [2:44:15] we can, [2:44:16] take to task [2:44:18] the Department of Education [2:44:19] kung hindi nila [2:44:20] ginawang voluntary to. [2:44:21] Yes sir, [2:44:22] tama po, [2:44:23] no, [2:44:23] actually, [2:44:25] the core message is, [2:44:26] yung mga teacher po, [2:44:27] no, [2:44:27] they don't oppose [2:44:28] this aral program. [2:44:30] In fact, [2:44:31] very supportive po [2:44:31] yung ating mga teacher. [2:44:33] Ang sinasabi lamang [2:44:34] naman po natin, [2:44:35] while, [2:44:36] of course, [2:44:37] yung teachers [2:44:37] ay voluntarily [2:44:38] gusto nilang magturo, [2:44:39] abay, [2:44:40] bigyan naman po. [2:44:41] 100%, [2:44:41] hindi lang yun. [2:44:43] At the very least, [2:44:44] itong summer, [2:44:45] dapat man lang, [2:44:45] nagkaroon ng meal allowance [2:44:46] and transportation allowance [2:44:48] at the very least. [2:44:50] Pero again, [2:44:51] amazed lang ako [2:44:53] nung kausap namin [2:44:54] yung teachers [2:44:55] during, [2:44:56] nagkaroon ng forum [2:44:57] kasi with the teachers, [2:44:59] nagkaroon ng forum [2:44:59] with the parents, [2:45:01] and with the students themselves. [2:45:02] Parang sineparate yun eh. [2:45:05] Pero yung unang pinuntahan ko [2:45:06] were with the teachers, [2:45:07] and I was surprised [2:45:09] nung sinabi nila na [2:45:10] wala man lang [2:45:11] na-offer sa kanila. [2:45:14] In fact, [2:45:15] hindi pa yun. [2:45:16] Yung sa materials [2:45:17] and yung announcement, [2:45:18] that is why [2:45:19] walang volunteers [2:45:20] kasi [2:45:20] the announcement was [2:45:22] May 6 or May 11. [2:45:24] So not even enough time eh. [2:45:27] Diba? [2:45:27] But anyway, [2:45:28] Honorable Tina. [2:45:29] Chair, [2:45:30] ilang punto. [2:45:31] Una po, [2:45:31] yung dun sa, [2:45:32] sabi nyo, [2:45:33] okay, [2:45:33] voluntary itong summer program, [2:45:35] pero what about [2:45:36] the regular school year? [2:45:39] Voluntary rin. [2:45:40] Pero, [2:45:41] ang kalakaran [2:45:43] itong nakaraang school year, [2:45:45] it was not voluntary. [2:45:47] No? [2:45:47] Ang nangyayari po, [2:45:48] dahil [2:45:49] magkaugnay ito, [2:45:51] kaugnay ito [2:45:52] dun sa reduction [2:45:53] of minutes [2:45:56] under the matatag, [2:45:58] formerly called [2:45:59] matatag [2:46:00] curriculum. [2:46:02] Yung dating isang oras [2:46:03] na naturo sa subject, [2:46:04] ginawang 45 minutes. [2:46:07] No? [2:46:07] So, [2:46:08] because of that, [2:46:10] yung limang, [2:46:10] yung teacher na normally, [2:46:12] six hours [2:46:13] ang load niya, [2:46:16] one hour per subject, [2:46:18] no? [2:46:18] Naging 45 minutes na lang, [2:46:20] so, [2:46:21] hindi na umabot sa six hours. [2:46:23] So, [2:46:23] sabi ng Deped, [2:46:24] underloaded kayo. [2:46:26] O, [2:46:26] paano kayo? [2:46:27] Underloaded ka na, [2:46:28] magturo ka ng aral. [2:46:30] So, [2:46:31] hindi po voluntary yun. [2:46:33] No? [2:46:33] Ah, [2:46:35] sabihin, [2:46:36] ah, [2:46:37] dahil [2:46:37] same number of subjects [2:46:39] pa rin ang tinuturo niya, [2:46:41] no? [2:46:42] Umiksi lang yung oras, [2:46:44] no? [2:46:45] Nadagdagan pa ngayon siya [2:46:47] ng aral. [2:46:48] Mas marami siyang tinuturuan. [2:46:50] Kaya nga, [2:46:51] para sa amin, [2:46:51] dapat, [2:46:53] ah, [2:46:54] ano yun eh, [2:46:55] kahit six hours, [2:46:56] pero, [2:46:57] kung dati, [2:46:58] lima ang subject na tinuturo mo, [2:47:01] ngayon, [2:47:01] walo na, [2:47:02] kasi may kasama pang aral, [2:47:05] ah, [2:47:05] mas malaking trabaho pa rin po yun. [2:47:07] You're teaching more students per day. [2:47:09] So, [2:47:10] ngayon ako, [2:47:11] ang concern ko, [2:47:12] wait, wait, wait, [2:47:13] respond first, [2:47:14] kasi sinagot niyo ko kanina [2:47:16] na voluntary. [2:47:17] So, [2:47:18] ang sabi ni Tonj, [2:47:19] hindi ganun na nangyayari. [2:47:20] Because you are also requiring, [2:47:22] dahil nabawasan na 45 minutes, [2:47:24] di ba? [2:47:25] So, [2:47:25] may 15 minutes na, [2:47:27] pag inadapt mo yun, [2:47:28] aabot nga ng isang oras, [2:47:29] kung four subjects, [2:47:30] ang rinerequire nyo raw, [2:47:32] na, [2:47:33] since nabawasan kayo [2:47:34] ng 15 minutes per subject, [2:47:36] kung four subjects [2:47:37] o five yan, [2:47:38] 15 times five [2:47:39] would be one hour, [2:47:40] 15 minutes, [2:47:42] tinatakin nyo ngayon, [2:47:43] rinerequire nyo [2:47:44] magturo sila ng aral. [2:47:45] Is that true? [2:47:47] Hindi na voluntary yun. [2:47:48] That is not, [2:47:48] that is not consistent anymore [2:47:50] with your early response [2:47:52] na voluntary, [2:47:53] kahit sa regular. [2:47:54] Who is in charge [2:47:55] of the aral program? [2:47:58] Mr. Chair is now [2:47:59] tapped under the learning system. [2:48:01] Sige, [2:48:01] so is this, [2:48:02] ano, [2:48:02] can you confirm [2:48:03] if you are requiring teachers [2:48:05] in the regular academic year [2:48:08] since nabawasan ng 45 minutes [2:48:10] na sinasabi nyo sa teacher, [2:48:12] kailangan, [2:48:13] ano, [2:48:13] is that a central office policy? [2:48:18] Mr. Chair, [2:48:19] I'm sorry, [2:48:20] kasi yung sa teacher loading, [2:48:24] we rely on the HROD, [2:48:26] the Human Resource Organization [2:48:27] Development Bureau [2:48:29] to actually deal [2:48:31] with the loading. [2:48:33] Nung nilabas po yung matatag, [2:48:35] meron po talaga yung 45 minutes, [2:48:37] pero may nilabas din pong, [2:48:39] well, [2:48:40] an addendum to that [2:48:41] na may flexibility [2:48:41] to go back to the original [2:48:43] sa may ibang school. [2:48:44] Hindi naman yun yung question niya, [2:48:46] ano, [2:48:46] yung honorable team niya. [2:48:47] Ang question niya, [2:48:48] okay, [2:48:49] ito yung regular subjects niya [2:48:50] for the regular academic calendar. [2:48:53] Sabi niya, [2:48:54] and kinoconfirm naman na lahat, [2:48:56] pati kayo naman eh, [2:48:57] yung Magna Carta [2:48:58] for public school teachers says, [2:49:00] maximum yung 6, [2:49:01] pero hindi ibig sabihin, [2:49:03] kailangan ninyong sagarin. [2:49:05] Pero be that as it may, [2:49:07] kung talagang regular subject, [2:49:09] talagang nasasagad yun [2:49:10] yung 6 hours. [2:49:12] Pero here comes a new law [2:49:14] saying na magkaroon tayo [2:49:15] ng remedial classes, [2:49:16] yung aral. [2:49:18] Ang sabi ni Honorable Tino, [2:49:20] based sa mga narinig niya, [2:49:22] binawasan nyo nga [2:49:23] through the matatag curriculum [2:49:24] or binigyan nyo ng flexibility [2:49:25] of assuming nagbawas. [2:49:27] Ang rinarequire nyo ngayon, [2:49:29] o, [2:49:30] binawasan nyo ha, [2:49:31] kayo pumili niya, [2:49:32] 45 minutes na lang kayo. [2:49:33] O dapat limang subject kayo [2:49:35] na 45 minutes, [2:49:36] o mayroong kayong [2:49:37] 1 hour and 15 minutes [2:49:39] na kulang, [2:49:39] nawawala. [2:49:41] So iyan, [2:49:42] rinarequire ba ng central office [2:49:44] na punuin nyo [2:49:45] yung isang oras [2:49:46] na nawala na yun [2:49:46] through an aral program. [2:49:48] So yun, [2:49:49] maging teacher sila [2:49:49] sa aral program. [2:49:50] Is that a policy? [2:49:51] I-bibigay ko po kay [2:49:56] Director Dexter. [2:49:57] Director Dexter. [2:50:01] Pasensya na, [2:50:02] Director, [2:50:02] kasi sinabi nyo kanila, [2:50:03] hindi voluntary ang aral. [2:50:05] Pero kung may ganito [2:50:06] nangyayari, [2:50:06] hindi na voluntary nga. [2:50:14] Well, [2:50:14] under our existing guidelines, [2:50:17] Mr. Chair, [2:50:18] yung 6 hours [2:50:18] is a maximum [2:50:19] work load of teachers. [2:50:20] Correct. [2:50:21] Wala tayong problema. [2:50:22] Pero hindi dapat, [2:50:23] ang point nila, [2:50:24] maximum yan. [2:50:26] And that is for [2:50:27] the protection [2:50:28] of quality education. [2:50:30] Kasi more than that, [2:50:31] hindi na talaga [2:50:32] kalidad yung edukasyon [2:50:33] na pagtuturo ng teacher. [2:50:35] Pero, [2:50:35] kasama rin dyan, [2:50:37] ay hindi naman dapat [2:50:38] napilitin na, [2:50:39] may isang minuto ka [2:50:40] pang hindi na ano, [2:50:41] balik ka doon sa loob, [2:50:42] tapusin mo yung 1 minute. [2:50:43] Chair, [2:50:43] sorry to interrupt, [2:50:44] Chair. [2:50:45] Under our policy, [2:50:46] 6 hours is a maximum. [2:50:48] Pakibasan nyo po [2:50:48] yung inyong policy. [2:50:51] That's not what it says. [2:50:52] It says, [2:50:53] 6 hours [2:50:54] ang required sa inyo. [2:50:57] Hindi, [2:50:57] pag sinabing maximum, [2:50:58] parang ibig sabihin. [2:50:59] Sagad, [2:51:00] pero pwedeng mas. [2:51:01] That is not the policy. [2:51:03] DepEd order number, [2:51:04] is it 5? [2:51:05] Number 5? [2:51:06] Sino may DepEd order number 5? [2:51:07] Sinatakda doon, [2:51:08] bawat teacher [2:51:09] dapat 6 hours magturo. [2:51:11] Why is the Central Office [2:51:12] giving this committee [2:51:14] misrepresenting [2:51:16] the actual policy of DepEd? [2:51:17] Sino yung may DepEd order number 5? [2:51:22] Who has DepEd order number 5? [2:51:23] Benjo meron dyan? [2:51:25] Teacher Ruby? [2:51:27] Yeah, [2:51:27] meron po. [2:51:28] Pakiipasa. [2:51:29] Yung buo na. [2:51:30] Pasensya, [2:51:30] wala namang problema. [2:51:31] Tugtutulungan tayong lahat dito. [2:51:32] Ang sinasabi naman po kasi dito, [2:51:35] tama po si Kong Tonchi. [2:51:37] In fact, [2:51:37] ito po yung, [2:51:38] kung maaalala nyo, [2:51:39] Mr. Chair, [2:51:39] pasahin mo na lang. [2:51:40] Pwede yung pinag-usokan natin. [2:51:41] Pasahin na lang. [2:51:46] Pasahin mo na lang. [2:51:46] Chief. [2:51:55] Nasa ang babanda yun. [2:51:57] Ang haba po ng away dito. [2:52:02] Ito po, [2:52:06] a public school teacher [2:52:09] shall render [2:52:09] 8 hours of work per day [2:52:11] of which [2:52:12] 6 hours [2:52:13] shall [2:52:14] be devoted [2:52:15] to actual classroom teaching. [2:52:17] Shall po ang sinabi. [2:52:17] Sige. [2:52:18] Thank you. [2:52:18] So, ano yung paliwanag natin [2:52:21] dun sa department order nyo? [2:52:27] Is it a different [2:52:28] unit again [2:52:29] that [2:52:29] came up with the department? [2:52:31] Parang ano, [2:52:32] wala namang kaming problema. [2:52:33] We don't want to put you [2:52:35] on the spot [2:52:35] kung hindi kayo. [2:52:36] But, [2:52:37] siyempre require namin [2:52:38] written, [2:52:39] ano na lang, [2:52:39] explanation by early next week. [2:52:42] Pero kung kayo yung in charge, [2:52:43] ano, [2:52:44] bakit nakalagay [2:52:44] shall yung 6? [2:52:46] Ano yung meaning [2:52:47] ng shall? [2:52:48] Well, [2:52:50] for purposes of [2:52:52] payment of the overload, [2:52:53] Mr. Chair, [2:52:55] dapat mag-exceed [2:52:57] yung teacher [2:52:58] dun sa 6 hours. [2:53:00] But, [2:53:00] sa practice naman, [2:53:03] nakikita namin ito [2:53:04] sa report [2:53:05] ng mga school heads, [2:53:07] may mga teachers talaga [2:53:08] on average, [2:53:10] nationwide data ito, [2:53:11] na hindi naman [2:53:12] na nama-maximize [2:53:13] yung teachers natin. [2:53:14] Teka, [2:53:14] Director Dexter, [2:53:16] for purposes [2:53:17] of [2:53:18] overtime pay yun, [2:53:20] Yes po, Mr. Chair. [2:53:21] So, [2:53:22] pag na-compute ninyo [2:53:23] na naka-6 hours [2:53:24] siya, [2:53:24] anything past that, [2:53:25] yun yung standard [2:53:27] ninyo to say [2:53:27] na entitled na po siya [2:53:31] sa overtime [2:53:32] po yun. [2:53:32] Overload. [2:53:33] Yes. [2:53:34] Before, [2:53:35] ano, [2:53:35] alam ko madaming tanong doon. [2:53:36] Ang tanong ko ngayon, [2:53:37] yung shall [2:53:38] 6 hours na yun, [2:53:41] does that include [2:53:42] yung aral? [2:53:45] Well, [2:53:45] binibigyan namin kasi [2:53:46] ang flexibility [2:53:47] ang school head, [2:53:48] Mr. Chair, [2:53:49] based na kanyang [2:53:50] assessment [2:53:51] ng mga loads [2:53:52] ng teachers. [2:53:52] So, [2:53:55] yung school head [2:53:55] is the best, [2:53:56] is in the best [2:53:57] position to... [2:53:58] Sige, [2:53:58] school head tayo. [2:53:59] Ma'am Eleanor Aguinaldo, [2:54:00] kayo ang school head. [2:54:01] May aral program ba [2:54:03] sa school mo? [2:54:05] Yes. [2:54:05] Yes. [2:54:06] Do you require [2:54:07] your teachers [2:54:09] to teach [2:54:11] in the aral program [2:54:13] pag hindi sila [2:54:15] umabot [2:54:15] ng 6 hours? [2:54:16] Because [2:54:17] the aral program [2:54:18] is a part [2:54:19] of the curriculum [2:54:20] and the teachers [2:54:22] have loads, [2:54:25] 5 loads lang [2:54:26] ko binibigay [2:54:26] to Mr. [2:54:28] Five loads [2:54:29] ang binibigay mo na? [2:54:30] 5 loads of what? [2:54:31] 5 loads [2:54:32] times 4 day, [2:54:33] 4 times a week. [2:54:35] So, [2:54:36] definitely [2:54:36] ang teacher [2:54:37] ay mamimit niya [2:54:38] ang students niya [2:54:39] 4 hours [2:54:41] every day. [2:54:43] 4 hours. [2:54:43] So, [2:54:44] hindi siya abot [2:54:44] ng 6 hours? [2:54:45] Hindi po aabot. [2:54:46] So, [2:54:46] because of that, [2:54:47] ang interpretation ninyo, [2:54:49] yung aral program, [2:54:50] kumasok ka na dito [2:54:51] para maabot mo [2:54:51] yung 6 hours. [2:54:53] Yung mga underload po. [2:54:55] Yung mga underload. [2:54:56] And the reason for that is, [2:54:58] gusto mong umabot sila [2:54:59] ng 6 hours or more? [2:55:01] No. [2:55:01] 6 hours lang. [2:55:03] 6 hours. [2:55:05] Seriously, [2:55:06] that's what I was saying, [2:55:07] Ger. [2:55:07] Yes. [2:55:07] Ganun nga. [2:55:08] Pero, [2:55:08] papano ngayon [2:55:08] doon, [2:55:09] Honorable Pinyo, [2:55:11] yung, [2:55:12] ang punto nila, [2:55:14] to be entitled [2:55:14] to, [2:55:15] ano yan, [2:55:17] is it a core rule, [2:55:19] a DBM rule, [2:55:20] a civil service [2:55:21] commission rule, [2:55:23] yung 6 hours na yun [2:55:24] para, [2:55:25] para makapag-compute kayo [2:55:26] beyond that [2:55:27] na overtime. [2:55:29] Or, [2:55:29] kayo lang yun. [2:55:30] Sorry, [2:55:30] baka kayo lang rin yun. [2:55:32] Mr. Chair, [2:55:33] nandun yun po sa [2:55:34] Magna Carta [2:55:34] for public school teachers. [2:55:38] Hindi, [2:55:38] nakalagay nga doon [2:55:39] maximum of 6 hours, [2:55:41] di ba? [2:55:41] Ang sinabi nyo sa amin, [2:55:43] that's why you put, [2:55:45] shall render 6 hours [2:55:46] of teaching [2:55:48] because, [2:55:49] beyond that, [2:55:50] nagbibigay na kayo [2:55:51] ng overtime. [2:55:52] Yes, tama po. [2:55:52] Yes. [2:55:53] What, [2:55:55] is there a government agency, [2:55:57] instrumentality, [2:55:58] department, [2:55:59] or department order [2:56:00] that requires, [2:56:02] bago kayo magbigay ng, [2:56:03] bago kayo magbigay ng [2:56:05] overtime pay, [2:56:07] kailangan makita niyong [2:56:08] umabot ng 6 hours. [2:56:10] Parang sinunderdize yun. [2:56:11] Power ruling ba yun? [2:56:12] DBM ruling ba yun? [2:56:13] Civil service commission ruling ba yun? [2:56:16] May basis siguro yun? [2:56:17] Or it was just a simple [2:56:18] interpretation of the [2:56:19] Department of Education? [2:56:23] Well, [2:56:24] we crafted the [2:56:25] deped order [2:56:26] based on the provision [2:56:27] of Magna Carta, [2:56:28] Mr. Chair. [2:56:29] Sige. [2:56:29] Kunyari ngayon, [2:56:31] pumunta kayo ng, [2:56:33] kunyari si Ma'am Aguinaldo, [2:56:34] nagbigay ng, [2:56:35] yung load niya, [2:56:35] 4 hours [2:56:36] everyday, [2:56:38] ano, [2:56:38] na pagtuturo. [2:56:39] 4 hours. [2:56:40] Meron din naman lahat. [2:56:41] Meron may 4 hours. [2:56:43] Yun yung load, [2:56:44] na regular load niya. [2:56:45] Hindi ba natin [2:56:46] pwedeng sabihin [2:56:47] na pag lumampag, [2:56:49] pag, [2:56:49] pagbiglang nagtuturo, [2:56:51] siya ng aral program [2:56:52] overtime na yun. [2:56:56] Kasi yung regular load niya [2:56:57] is the 4 hours. [2:56:58] Masensya na, [2:57:04] para lang magka, [2:57:05] ano, [2:57:08] yun. [2:57:09] Number 3? [2:57:10] Because I can see [2:57:11] on the part of [2:57:11] Ma'am Aguinaldo, [2:57:13] hinahabol niya na [2:57:14] pag lumampas ka dito, [2:57:15] may overtime ka. [2:57:16] So, [2:57:17] para hindi na [2:57:17] problema. [2:57:18] So, [2:57:19] the policy now [2:57:20] of the [2:57:21] shall [2:57:21] have 6 hours [2:57:23] of teaching. [2:57:29] Mr. Chair, [2:57:30] in your example, [2:57:32] if [2:57:32] Ma'am [2:57:33] has a load [2:57:34] of 4 hours, [2:57:35] pag nagdadaggan siya [2:57:36] ng 1 hour na aral, [2:57:38] that becomes [2:57:39] part of the [2:57:40] load niya. [2:57:43] Pero hindi siya [2:57:43] entitled ng [2:57:45] overload pay [2:57:46] kasi hindi pa siya [2:57:47] nakaka-exceed [2:57:48] dun sa 6 hours. [2:57:49] Ang question ngayon ito, [2:57:51] is it mandatory [2:57:52] on a teacher [2:57:53] na may underload [2:57:54] na kumuha ng aral? [2:57:56] Yun yung point eh. [2:57:57] Pero kung hindi nyo [2:57:58] gagawin mandatory, [2:58:00] kung hindi nyo [2:58:01] gagawin mandatory yun, [2:58:03] voluntary pa rin yun, [2:58:04] mawawala ng, [2:58:05] para sa akin, [2:58:06] nawala yung question eh. [2:58:07] Pero kung gagawin [2:58:08] yung mandatory, [2:58:12] sorry ah, [2:58:12] pasensya na, [2:58:13] para lang maintindihan ko. [2:58:15] Director Dexter. [2:58:17] Well, [2:58:17] voluntary pa rin, [2:58:18] Mr. Chair. [2:58:20] Yes. [2:58:21] So, [2:58:21] ibig sabihin, [2:58:22] patapusin ko lang si, [2:58:24] ano, [2:58:24] so, [2:58:24] ibig sabihin, [2:58:25] kung 4 hours lang siya, [2:58:27] tapos ayaw niya [2:58:27] mag-turo [2:58:28] ng [2:58:29] aral program [2:58:31] o aral subject, [2:58:32] wala siyang penalty. [2:58:35] Wala po, [2:58:35] Mr. Chair, [2:58:36] kasi [2:58:36] whether monetary [2:58:38] or non-monetary. [2:58:40] Walang penalty yun, [2:58:41] Mr. Chair. [2:58:41] Promotion niya, [2:58:42] ma-affect ba? [2:58:44] Hindi rin, [2:58:44] Mr. Chair. [2:58:46] Walang ma-affect. [2:58:47] Honorable Tonchi. [2:58:49] Chair, [2:58:50] katulad ng paliwanag po [2:58:52] ni Principal Aguinaldo, [2:58:54] sabi niya, [2:58:55] well, [2:58:55] yung ibang mga teachers ko, [2:58:57] 4 hours lang. [2:58:58] Therefore, [2:58:59] mag-turo ka ng aral [2:59:00] para makompleto mo yung 6. [2:59:02] Hindi po ba ganun? [2:59:04] So, [2:59:04] ibig sabihin, [2:59:05] that's not voluntary. [2:59:07] In-assign sa kanya [2:59:08] ang aral. [2:59:10] Since, [2:59:11] at least, [2:59:11] liniliwanag natin dito. [2:59:13] Pero again, [2:59:14] para maliwanag tayo dito, [2:59:15] Director Dexter, [2:59:16] kasi ang nangyayari [2:59:18] kay Ma'am Aguinaldo ngayon, [2:59:20] nagiging mandatory [2:59:22] kasi nga, [2:59:24] hindi umabot ng 6 hours. [2:59:26] But, [2:59:26] maybe you should clarify, [2:59:29] baka yung pwede nyo sabihin [2:59:30] sa teacher heads, [2:59:31] hindi nyo kailangan i-require. [2:59:33] Kung ayaw nila, [2:59:34] kahit 4 hours na sila, [2:59:36] hindi. [2:59:41] Chair, [2:59:42] yes, [2:59:43] honorable Tonchi. [2:59:44] Chair, [2:59:45] baka ngayon po [2:59:46] ang magandang pagkakataon [2:59:47] para i-perhaps [2:59:49] i-revise or amend [2:59:51] yung DepEd Order [2:59:52] number 5 na yan. [2:59:55] Kasi nga, [2:59:55] nakalagay doon, [2:59:57] shall, [2:59:58] ano nga yung exact wording, [3:00:00] shall render [3:00:04] 6 hours of service. [3:00:06] So, [3:00:07] naging iron rule po yan [3:00:08] sa buong DepEd [3:00:09] na kailangan lahat kayo [3:00:11] 6 hours ang turo nyo. [3:00:13] Otherwise, [3:00:14] underloaded kayo. [3:00:15] No? [3:00:17] When, [3:00:17] ang sinasabi ngayon, [3:00:18] the only intention [3:00:20] there [3:00:20] was supposed, [3:00:22] is supposedly [3:00:22] for purposes of [3:00:24] computing [3:00:25] over, [3:00:26] over, [3:00:27] over time pay [3:00:28] or overload pay. [3:00:30] No? [3:00:30] So, [3:00:30] kung sakaling [3:00:31] lumabas, [3:00:31] lumagpas ka sa 6 oras, [3:00:34] di overload na yun. [3:00:35] May pay yun. [3:00:36] Pero kung hindi, [3:00:37] di, [3:00:37] hindi, [3:00:38] hindi. [3:00:39] No? [3:00:39] So, [3:00:40] I really, [3:00:41] malaking, [3:00:42] magiging malaking [3:00:43] kaluwagan po ito [3:00:44] sa ating mga guro [3:00:45] kung maging malinaw [3:00:47] na patakaran [3:00:48] na hindi mandatory, [3:00:52] hindi obligado [3:00:53] ang teacher [3:00:54] na pagturuin [3:00:55] ng 6, [3:00:55] na kumpletuhin [3:00:57] yung 6 na oras. [3:00:57] Kung ang load lang talaga, [3:01:00] no? [3:01:00] Dahil yun ang, [3:01:01] yun ang realidad [3:01:02] ng school. [3:01:04] Kung matuturoan [3:01:05] ng lahat [3:01:05] with a teacher [3:01:07] having [3:01:08] 4 preparations [3:01:10] or 5 preparations [3:01:11] na hindi umabot [3:01:13] sa 6 na oras, [3:01:14] then so be it. [3:01:16] Di ba? [3:01:16] That's a complete load. [3:01:18] Honorable Tineo, [3:01:19] ito naman yung [3:01:19] tatanungin ko. [3:01:21] Because alam natin [3:01:22] meron tayong [3:01:23] deficiency talaga. [3:01:26] Humahabol tayo [3:01:27] with many hours. [3:01:28] They will need help. [3:01:29] Di ba? [3:01:31] What if it is not [3:01:32] called the ARAL program? [3:01:33] It's really part [3:01:34] of the curriculum [3:01:35] that DepEd has [3:01:36] for remediation. [3:01:37] Is that considered [3:01:38] a load? [3:01:41] But, [3:01:42] if I may continue, [3:01:44] okay, [3:01:45] now, [3:01:46] may batas nga. [3:01:47] No? [3:01:47] My, [3:01:48] my question is, [3:01:51] may budget, [3:01:53] 8.9 billion. [3:01:54] Nilagay po [3:01:55] ng kongreso yan [3:01:56] in the 2026 budget. [3:01:59] Di ba? [3:02:00] It's 8.9 billion pesos. [3:02:04] Anong nangyari doon? [3:02:06] That's a different question. [3:02:07] Doon muna tayo [3:02:08] sa mas initial na question. [3:02:10] Sorry, ah. [3:02:11] Because of the, [3:02:12] because of the situation. [3:02:13] That's a second question. [3:02:15] It's a second question, [3:02:16] but... [3:02:16] Pero it's a first lang. [3:02:18] Bakit po voluntary? [3:02:20] Bakit voluntary kung may budget? [3:02:22] Yeah, but that is for [3:02:22] the ARAL program. [3:02:23] But are schools not allowed [3:02:24] to have remediation programs? [3:02:26] In fact, [3:02:27] kung nahuuli yung [3:02:27] may students [3:02:29] na nahuuli [3:02:29] na kailangan nilang pahabulin, [3:02:31] is that not part [3:02:32] of the responsibility [3:02:33] of the state and government [3:02:34] also in the schools? [3:02:35] I agree with you [3:02:36] on that remediation program. [3:02:38] So now, [3:02:38] yung second question is, [3:02:40] eh, [3:02:40] ang problema, [3:02:41] meron naman palang budget. [3:02:43] So bakit hindi gamitin yun? [3:02:47] Again, ah, [3:02:47] Director Dexter, [3:02:48] agree na kami sa inyo. [3:02:50] Pag remediation, [3:02:51] kailangan yan. [3:02:52] Pero ang tanong ngayon, [3:02:53] at as kung hindi naman, [3:02:54] ano, [3:02:54] kung voluntary naman, [3:02:55] gusto mag... [3:02:56] Pero kung meron na budget [3:02:58] na yung 8.9 billion, [3:03:01] saan natin ginagamit yun? [3:03:03] Or ng DepEd? [3:03:04] Pa'y hindi nyo lang [3:03:05] parang additional incentive yun? [3:03:07] Instead of [3:03:08] sort of complicating [3:03:10] the issue [3:03:11] na parang nag-violate pa ngayon [3:03:12] ng Magna Carta. [3:03:15] Is that something [3:03:15] that you can consider? [3:03:17] Come back to us? [3:03:18] Or, yun lang kasi, [3:03:19] bakit ano eh? [3:03:20] May budget kasi. [3:03:21] Yun ang point naman niya. [3:03:22] Yeah. [3:03:23] Ibigay na natin sa teachers [3:03:24] kung may budget. [3:03:25] To clarify further, [3:03:27] may 8.9 billion na pondo [3:03:31] ang aral program [3:03:33] for fiscal year 2026. [3:03:35] Correct? [3:03:37] Sabi sa mic, [3:03:38] sorry, [3:03:39] para maalagay. [3:03:39] Yes. [3:03:40] May 8.9 billion. [3:03:42] Yes. [3:03:42] Now, [3:03:43] yung budget na yun, [3:03:44] was that not available [3:03:45] for the summer aral program [3:03:48] this year? [3:03:50] Available na yung pondo na yun? [3:03:52] Ika-clarify ko lang, [3:03:53] Mr. Chair, [3:03:53] may budget talaga [3:03:56] for the aral program. [3:03:59] We'll submit na lang po [3:04:00] yung breakdown [3:04:01] nung 8.9 billion [3:04:02] kasi may mga part doon [3:04:04] na kasama yung training, [3:04:06] kasama po yung mga resources, [3:04:08] at kasama din po [3:04:09] yung mga honorarium [3:04:10] for our tutors. [3:04:12] We'll provide po [3:04:12] that breakdown. [3:04:13] Sige. [3:04:14] Pero assuming, [3:04:15] wala nga masyadong tutors eh. [3:04:18] Because na-announce yan [3:04:19] May 6 or May 11, [3:04:20] not enough time [3:04:22] to even interview [3:04:24] yung mga possible na tutors. [3:04:26] So ang point nga [3:04:27] ni Honorable Tinio, [3:04:29] meron pa yun. [3:04:30] Could you not now [3:04:31] yung mga nag-summer program [3:04:33] na teachers [3:04:33] at least mabigyan [3:04:34] ng meal allowance [3:04:35] and transportation allowance? [3:04:37] Mr. Chair, [3:04:38] kasi yung sa meal allowance [3:04:39] at sa transportation, [3:04:40] just to clarify, [3:04:41] that was during [3:04:42] the implementation [3:04:43] of the National Learning Camp [3:04:45] which was [3:04:45] the other year, [3:04:46] 2024 po. [3:04:48] Last year, [3:04:49] we were moving towards... [3:04:50] Sige, [3:04:50] you have an aral program budget [3:04:52] of 8.9 billion. [3:04:54] Yes or no? [3:04:54] Yes, Mr. Chair. [3:04:55] Yes. [3:04:55] Yung 8.9 billion na yun, [3:04:57] gagamitin ninyo para sa... [3:04:59] yung para ma-implement [3:05:00] yung aral program. [3:05:01] To implement the aral program, [3:05:03] you need teachers, [3:05:04] volunteer teachers, [3:05:05] or tutors. [3:05:07] Yes, Mr. Chair. [3:05:08] O ngayon, [3:05:08] wala nga kayong tutor na kuha, [3:05:09] may nakuha kayong [3:05:10] volunteer teachers. [3:05:12] Hindi ba sapat yung 8.9 [3:05:13] para mabigyan ng meal [3:05:15] and transport allowance? [3:05:16] Yung kakatapos lang [3:05:17] o patapos. [3:05:19] Yun yung question lang naman [3:05:19] ni Tonchi eh. [3:05:21] We'll verify po, Mr. Chair. [3:05:22] Kasi sa batas po talaga... [3:05:24] Sa batas, [3:05:25] hindi po nakalagay yung [3:05:27] meal allowance [3:05:27] at saka transportation. [3:05:28] It was just [3:05:29] remuneration for our teachers. [3:05:31] What is the definition [3:05:33] of remuneration? [3:05:34] How do we define remuneration? [3:05:38] Paano bang, [3:05:39] how do you define that? [3:05:40] Kasi sabi niyo, [3:05:41] sa batas, [3:05:41] remuneration. [3:05:43] Ano ang definition [3:05:44] ng remuneration? [3:05:45] How do you understand [3:05:46] remuneration? [3:05:51] Teacher Ben, [3:05:52] Ma'am Lourdes, [3:05:53] can you help us [3:05:53] with remuneration? [3:05:54] Opo. [3:05:55] Actually, [3:05:56] gusto ko po sana [3:05:56] i-share yung good practice [3:05:57] that we have done. [3:05:59] But ito lang, [3:06:01] gusto ko lang [3:06:01] ma-specify dito yung [3:06:02] may 8.9 billion, [3:06:04] nakalagay rin sa batas, [3:06:06] remuneration lang. [3:06:07] Ano ibig sabihin [3:06:08] ng remuneration? [3:06:09] When we say [3:06:10] remuneration, [3:06:11] yun po yung pay, [3:06:12] regular pay of the soul hand. [3:06:13] Opo. [3:06:14] Remuneration is pay. [3:06:15] O. [3:06:15] Sure, pay yun eh. [3:06:17] So, you can [3:06:18] call it as a pay. [3:06:20] Pwede pala, [3:06:21] hindi naman natin pala [3:06:22] kailangan tawagin, [3:06:22] bawal ba magbigay [3:06:24] ng pay? [3:06:25] Sabi nyo, [3:06:26] pwede naman sa [3:06:26] teacher remuneration, [3:06:27] di ba? [3:06:30] Huwag na natin [3:06:31] tawagin meal allowance [3:06:32] or transfer allowance. [3:06:34] Pay na lang, [3:06:34] diretso. [3:06:36] If we have the same [3:06:37] interpretation as [3:06:38] remuneration. [3:06:40] Pasensya na, [3:06:41] asik janira, [3:06:41] Director Gerson. [3:06:43] Yes, [3:06:43] Director Dexter. [3:06:45] Mr. Chair, [3:06:45] dun kasi sa budget, [3:06:47] yung [3:06:48] may breakdown [3:06:49] dun yung [3:06:50] 8 billion eh, [3:06:51] 1.9 billion [3:06:52] is for [3:06:53] remuneration [3:06:54] for external [3:06:55] tutors, [3:06:56] Mr. Chair. [3:06:57] Okay. [3:06:57] Okay. [3:06:58] 1.1 yun? [3:06:59] 1.9. [3:07:00] 1.9. [3:07:00] O so meron pa tayong [3:07:01] 7 billion? [3:07:03] Others are [3:07:04] for training, [3:07:06] textbook, [3:07:09] resources pala, [3:07:11] sorry, [3:07:12] and for [3:07:13] honoraria of teachers. [3:07:18] Honoraria of teachers, [3:07:19] meron? [3:07:20] Yes po, [3:07:20] under [3:07:21] administration of [3:07:23] personal benefits, [3:07:24] Mr. Chair. [3:07:24] Oh, [3:07:25] pwede dun. [3:07:25] I mean, [3:07:29] hindi ko naman sinasabi, [3:07:30] tawagin mong [3:07:31] trans po allowance, [3:07:32] or meal, [3:07:33] but you can call it [3:07:34] kung ano man yung legal. [3:07:36] May add, [3:07:37] Mr. Chair. [3:07:37] Yes, yes, sorry. [3:07:38] Yung summer po kasi, [3:07:40] walang [3:07:41] nangyaring parang [3:07:42] six hours of [3:07:43] instruction [3:07:45] na ginagawa ang teachers. [3:07:46] Definitely wala naman talaga. [3:07:47] Kasi summer classes siya eh. [3:07:49] Yes, [3:07:49] kaya po, [3:07:50] ang compensation for teachers, [3:07:53] yung depend teachers natin ay [3:07:54] vacation service credit. [3:07:56] Correct. [3:07:56] Tama yun, [3:07:57] yun yung pinamiss nyo. [3:07:58] Ang question nga, [3:08:00] meron na, [3:08:00] sa batas ba, [3:08:01] at dun sa breakdown, [3:08:03] pwede ba kayo magbigay [3:08:04] ng allowance [3:08:05] or honoraria sa teacher? [3:08:13] Under the law, [3:08:14] or under the breakdown [3:08:15] that you mentioned, [3:08:16] yung inalat na [3:08:17] 1.9 billion [3:08:18] for volunteers, [3:08:20] ganoon, [3:08:21] meron ba dyan [3:08:22] na pwedeng [3:08:22] honoraria [3:08:23] or allowance [3:08:24] for teachers [3:08:25] who have rendered service? [3:08:28] Pwede nyo naman [3:08:28] i-prorate eh. [3:08:29] Hindi ko naman sinasabing [3:08:30] hindi nyo prorate. [3:08:31] Ang point ko lang, [3:08:31] meron ba? [3:08:36] Director Dexter, [3:08:37] meron? [3:08:43] Are we still speaking [3:08:45] about the summer? [3:08:46] Summer lang. [3:08:47] Summer na lang. [3:08:47] Ito lang, [3:08:49] yung ongoing pa ata eh. [3:08:52] Yes, ongoing pa. [3:08:53] Itong ongoing, [3:08:55] sa 8.9 billion budget [3:08:57] for the RL program, [3:08:59] meron ba dyan [3:08:59] kahit sa breakdown [3:09:00] or the law [3:09:01] which would allow [3:09:02] the Department of Education [3:09:03] to give an allowance [3:09:04] or honoraria [3:09:05] to the teachers [3:09:06] rendering service. [3:09:08] Yes or no lang naman yun? [3:09:09] Kung no, [3:09:10] okay naman. [3:09:11] Mr. Chair, [3:09:12] I would like to defer [3:09:14] to LS [3:09:15] na si budget po nila. [3:09:16] Sige. [3:09:17] Sige po, [3:09:17] Mr. Chair. [3:09:18] I was just told po [3:09:19] by our colleagues [3:09:20] from finance [3:09:21] that the compensation [3:09:23] of non-DEP-ED [3:09:24] aral tutor, [3:09:25] so this is the [3:09:25] 1.968 billion [3:09:27] under the Basic Education [3:09:29] Curriculum Fund. [3:09:30] Yun po pwedeng, [3:09:31] may possibility [3:09:32] to realign [3:09:32] towards those [3:09:33] particular costs. [3:09:34] So we'll have to study [3:09:35] You'll have to study [3:09:36] and by early, [3:09:37] kailan nyo kami [3:09:38] mababalikan [3:09:39] ng written [3:09:40] para ma-share namin [3:09:42] kay Honorable Tino, [3:09:43] Honorable Larnie, [3:09:44] Honorable Gatchalian, [3:09:46] at sa lahat ng members [3:09:47] dito na [3:09:48] DepEd [3:09:50] studied it [3:09:51] and pwede pala [3:09:52] o hindi pwede. [3:09:55] How much time [3:09:56] do you need? [3:09:56] Kasi koconsult ko yun [3:09:57] ang legal ninyo [3:09:58] para ano, [3:09:59] hindi nyo masabing [3:09:59] minadali kayo. [3:10:01] One year? [3:10:02] Two years? [3:10:03] Ah, hindi. [3:10:03] We'll have to consult [3:10:07] rin po with DBM [3:10:07] because pesaro po ito. [3:10:09] So how long lang? [3:10:10] Para lang, ano, [3:10:11] two weeks, [3:10:11] three weeks, [3:10:12] one year? [3:10:13] Hindi naman po [3:10:14] siguro one year. [3:10:16] We'll say two weeks [3:10:17] na lang po, [3:10:17] Mr. Chair. [3:10:18] If we need more time, [3:10:19] we'll let you know po. [3:10:19] Pero two weeks po [3:10:20] ang hinihingi namin. [3:10:21] Two weeks, [3:10:22] you'll come back to us [3:10:23] para pag tumawag [3:10:24] si Teacher Benjo, [3:10:26] si Teacher Ruby, [3:10:28] may sagot kami [3:10:28] based on what you wrote us. [3:10:30] Pero, [3:10:31] Mr. Chair, [3:10:35] hopefully, [3:10:36] Pareho tayong direksyon. [3:10:37] Yes. [3:10:38] Pareho tayong. [3:10:38] Pero gusto ko lang [3:10:40] magdaling sa kanila. [3:10:41] Oo nga. [3:10:42] Pero, [3:10:42] hopefully, [3:10:43] nagkakaisa naman po yata [3:10:45] ang komite. [3:10:46] I won't even make it a motion [3:10:47] na sana ay [3:10:50] ganun nga ang mangyari. [3:10:52] Mare-align [3:10:53] yung available fund [3:10:55] which is supposed to be [3:10:57] for the honoraria [3:10:58] of external teachers. [3:11:01] Pero dahil na... [3:11:02] Basta yung teachers [3:11:03] na natin [3:11:03] dapat bayaran nila. [3:11:04] Oo nga. [3:11:05] Pero yung... [3:11:06] Kasi yung appropriation [3:11:09] is for the hiring [3:11:10] of external tutors. [3:11:12] Pero hindi nga nangyari. [3:11:13] At mga deaf ed teachers [3:11:15] ang nagturo [3:11:17] voluntarily. [3:11:19] So, [3:11:19] ang... [3:11:20] Hopefully, [3:11:22] ang position natin, [3:11:23] di ba, Chair, [3:11:24] ng komiting ito [3:11:25] ay gamitin. [3:11:26] Hindi na yung pondo na yun. [3:11:28] Gawa ng paraan [3:11:29] para makompensate. [3:11:30] Mabigyan ng remuneration [3:11:32] ang ating [3:11:33] mga aral teachers [3:11:35] for summer. [3:11:36] Ang position ng komiting, [3:11:38] in my opinion, [3:11:38] is simply to follow the law. [3:11:40] Tingin ko, [3:11:41] kaya nila yun. [3:11:42] Tingin ko naman, [3:11:43] sa totoo naman, [3:11:44] huwag naman, [3:11:44] we cannot, [3:11:45] huwag na rin naman natin [3:11:46] suluhin. [3:11:48] Kilala natin yung [3:11:48] deaf ed family na to. [3:11:50] I think this deaf ed family [3:11:51] wants also to... [3:11:52] Siyempre, [3:11:53] pag nag-remuneration sila, [3:11:54] sa totoo, [3:11:56] sila yung vida sa teachers. [3:11:57] I'm sure they want that also. [3:11:59] But it is just [3:12:00] to make sure [3:12:01] na legally [3:12:02] pwede nilang gawin. [3:12:04] Pero with respect to, [3:12:05] I think lahat tayo dito, [3:12:06] kasama ang deaf ed, [3:12:09] sure ko, [3:12:10] isang direksyon natin, [3:12:10] we want that to happen. [3:12:12] So, [3:12:12] I don't think we... [3:12:14] yun lang, [3:12:15] Tonshi, [3:12:16] bigilan natin sila ng [3:12:17] hinihingi nilang two weeks [3:12:19] para maayos yun. [3:12:21] Pangalawa, [3:12:21] hindi pa tayo tapos dun, [3:12:22] no? [3:12:23] Yung sa... [3:12:24] etong sa six hours na ito, [3:12:27] could you also give us... [3:12:28] Again, [3:12:28] we will give you some time. [3:12:29] Kayo na magdikta sa amin [3:12:30] ng time. [3:12:32] Ano ba yung six hours na to [3:12:34] compared to that, [3:12:36] to the overtime pay? [3:12:38] Kasi dito talaga [3:12:39] nagkaka-confusion eh [3:12:40] sa overtime pay. [3:12:41] Baka you have to consult [3:12:42] with the Solgen, [3:12:44] your internal legal. [3:12:47] Pero bigyan nyo kami ng [3:12:48] bakit nakatakda [3:12:50] dun sa six hours. [3:12:52] Kasi sabi naman ng [3:12:53] Magdacarta, [3:12:53] maximum yun. [3:12:55] Eh, [3:12:55] paano nga kung yung load [3:12:56] na binigay ni Ma'am Aguinaldo [3:12:58] ay talagang four hours [3:12:59] a day lang? [3:13:00] So, [3:13:00] pwede bang yun yung four hours [3:13:02] and then if it's a special program, [3:13:05] then dapat considered [3:13:06] overtime siya. [3:13:07] Baka you should finalize that [3:13:09] with the legal of government, [3:13:12] your own legal. [3:13:13] And then yung third is, [3:13:15] really, [3:13:15] kung remediation siya, [3:13:17] na program ninyo, [3:13:18] hindi dahil [3:13:19] oral program. [3:13:20] Pero sa inyo, [3:13:21] kasi that's still academics, [3:13:22] baka yun, [3:13:23] yun yung ano ninyo na [3:13:24] that's why [3:13:25] matatak in yun sa six hours. [3:13:27] But I think [3:13:27] you also [3:13:28] owe it to yourselves. [3:13:30] Kasi sa totoo naman, [3:13:32] ang daming reforms [3:13:33] naman nilang ginagawa. [3:13:34] Ang nangyayari lang talaga, [3:13:35] parang sila lagi yung ano eh, [3:13:37] yung kontrabida. [3:13:38] Pero sa totoo, [3:13:39] nasa ano lang eh, [3:13:40] it is that legal issue lagi. [3:13:42] But to give you also [3:13:43] that way forward, [3:13:44] baka tingnan nyo lang legally, [3:13:46] solgen, [3:13:47] internal ninyo, [3:13:48] get an opinion. [3:13:50] Baka sa DOJ, [3:13:51] pwede rin pala, [3:13:51] an opinion, [3:13:53] papano lahat ito. [3:13:54] So that, [3:13:55] to support, [3:13:56] para alam naman natin, [3:13:57] pare-pare tayong direction lang eh, [3:13:58] para maliwanag lang. [3:14:01] Yes, [3:14:01] Honorable Tino? [3:14:02] Chair, [3:14:02] yun nga, [3:14:03] buti nabanggit nyo rin, [3:14:04] pero I think, [3:14:05] napakahalaga po [3:14:07] kung babalikan [3:14:08] at sana ma-amend [3:14:12] ng DepEd, [3:14:14] yung kanilang DepEd Order No. 5. [3:14:16] Para nga yung [3:14:17] shawl na yun, [3:14:19] ay, [3:14:20] ayon sa Magna Carta, [3:14:24] which says it's just a maximum, [3:14:26] yung 6 hours. [3:14:27] Ibig sabihin, [3:14:28] ang load ng teacher [3:14:30] is considered a full load [3:14:32] kung, [3:14:34] you know, [3:14:37] yun na, [3:14:38] nabigyan siya ng load [3:14:39] na sapat [3:14:40] at kinakailangan [3:14:41] ng school, [3:14:42] regardless of hours. [3:14:44] Diba? [3:14:45] After you get your legal opinions [3:14:47] from DOJ, [3:14:47] solgen, [3:14:48] internally, [3:14:49] pwede nyo i-separate eh, [3:14:51] para mag-comply kayo [3:14:52] dun sa Magna Carta, [3:14:55] yung [3:14:55] maximum 6 hours [3:14:57] is of course, [3:14:58] in the context [3:15:00] na yung regular [3:15:01] programming ninyo. [3:15:03] If remediation is part of that, [3:15:05] you have to be clear about that. [3:15:07] Pero, [3:15:08] kung gusto ng, [3:15:09] kung gusto ng overtime, [3:15:11] ano yung sabi sa inyo [3:15:12] ng legal ninyo? [3:15:14] Saan i-co-compute? [3:15:15] Pwedeng ibang paragraph yun eh. [3:15:17] Diba? [3:15:17] Pero para lahat [3:15:18] maliwanag, [3:15:19] and because of that, [3:15:20] pwedeng pumuntang [3:15:21] maklarify sa Supreme Court. [3:15:23] Diba? [3:15:23] Para maayos lang. [3:15:25] Kasi, [3:15:26] maganda rin yun eh. [3:15:27] I think, [3:15:27] even the DepEd naman, [3:15:29] ang issue lang naman ng DepEd, [3:15:30] huwag lang sila lumabag sa batas eh. [3:15:32] Yun lang naman ang issue nila lagi eh. [3:15:34] Kasi siyempre, [3:15:34] diba? [3:15:35] Who wants to, [3:15:35] so kung gusto lang nila, [3:15:36] kung sabihin ng by law, [3:15:38] we say it, [3:15:39] or by the Supreme Court decision, [3:15:41] susunod naman lahat eh, [3:15:42] pati sila eh. [3:15:43] Siyempre sila, [3:15:44] diba? [3:15:44] The end of the day dun tayo. [3:15:45] Ma'am Lourdes? [3:15:47] Thank you, [3:15:47] Mr. Chair. [3:15:49] I just want to share good practices [3:15:50] ng mga alam kong private school [3:15:52] and even other countries [3:15:53] to address this. [3:15:55] So, [3:15:55] kasi po, [3:15:55] talagang, [3:15:57] yung literacy napaka-importante. [3:15:59] Although nakita ko [3:16:00] ang aral program natin [3:16:01] nagsisimula sa grade 2, [3:16:02] so kaya talagang lagi tayo na, [3:16:04] ano eh, [3:16:05] solution na talaga palagi. [3:16:07] Pero maganda sana [3:16:08] kung ang aral program natin [3:16:09] dun palang sa preschool age [3:16:11] kasi dun na tututo magbasa. [3:16:12] So, [3:16:13] sa ibang country po, [3:16:14] ini-empower lahat. [3:16:15] Kahit na tutor ka, [3:16:16] parent ka, [3:16:17] basta't available ka, [3:16:18] bibigyan ka ng training [3:16:19] how to prepare the child [3:16:21] to be ready how to read. [3:16:22] In fact, [3:16:23] napakamura nun. [3:16:24] Equivalent sa peso natin, [3:16:25] 75. [3:16:26] And then dito, [3:16:27] nag-conduct tayo [3:16:27] nitong nakaraang summertime, [3:16:29] 5,000 lang, [3:16:30] and then 3,500. [3:16:31] Pero ang point ko po dito, [3:16:33] chairman, [3:16:34] ang point ko po, [3:16:36] kasi po, [3:16:36] natatakot lang ako [3:16:37] kasi maganda po [3:16:38] yung nire-recommend yun [3:16:39] ang mga teachers [3:16:39] o bigyan ano incentive. [3:16:41] Pero na-experience natin yan [3:16:42] bakit ang laki [3:16:43] ng problema natin [3:16:44] sa literacy? [3:16:45] Kasi ang bata, [3:16:46] kahit na hindi siya [3:16:47] pumasa sa level na ito, [3:16:48] hindi dapat i-promote [3:16:50] sa next level, [3:16:51] pinopromote. [3:16:52] Bakit? [3:16:52] Kasi kailangan maganda ang, [3:16:54] I'm sorry talaga, [3:16:55] mahal ko kayong lahat [3:16:55] kahit nasa public, [3:16:57] mahal ko kayong lahat. [3:16:58] Pero nasaktan talaga ako [3:16:59] sa laging experience natin [3:17:01] na ang bata, [3:17:03] hindi dapat i-promote [3:17:04] sa next level, [3:17:05] pero pinopromote natin. [3:17:06] Bakit? [3:17:07] Kasi yung performance rating [3:17:08] dapat maganda. [3:17:10] Bakit dapat maganda [3:17:11] ang performance rating? [3:17:12] Kasi dahil sa performance bonus. [3:17:14] So kaya yung bata [3:17:15] ang nag-suffer in the end. [3:17:16] So natatakot po ako na, [3:17:18] o sige, [3:17:19] summer may bayad ka [3:17:20] pagka magbibigay ka [3:17:21] ng tutorial. [3:17:22] Eh dahil may bayad, [3:17:23] bayangan ko na itong [3:17:24] di matuto sa regular school day [3:17:25] kasi tuturuan ko sa summer. [3:17:27] At least I have extra pay. [3:17:29] Natatakot po ako doon. [3:17:30] And then, [3:17:32] alam din natin talaga [3:17:33] na ang bata [3:17:35] dapat natuto sa classroom. [3:17:37] Yung six hours [3:17:37] na teaching load [3:17:38] ng teacher [3:17:39] natuto dapat. [3:17:40] Ang point, [3:17:41] bakit hindi natuto? [3:17:42] Kasi po, [3:17:42] sa private school, [3:17:43] kami meron kaming [3:17:44] yung reading [3:17:45] proficiency day. [3:17:49] Lahat yung bata [3:17:49] bago mag-grade 1, [3:17:50] nandyan sila. [3:17:51] Kung lima yan, [3:17:52] mapabasahin talaga yan. [3:17:54] Kung sa isang klase, [3:17:55] 50% hindi nakabasa, [3:17:58] may problema teacher, [3:17:59] teacher, [3:17:59] you have to re-teach, [3:18:00] turuan mo ulit. [3:18:01] Pero kung sabihin natin [3:18:03] 75%, 80% nakakabasa, [3:18:06] 30%, 25% bang hindi, [3:18:08] alam natin baka [3:18:08] slow learner to, [3:18:10] baka meron talaga [3:18:11] siyang difficulty. [3:18:12] So, [3:18:13] yun yung mga binibigyan natin [3:18:14] ng enrichment [3:18:15] or remedial class [3:18:16] na may bayad ulit [3:18:17] yung teacher. [3:18:18] Pero kung 50% [3:18:19] hindi nakabasa, [3:18:21] may problema [3:18:21] sa pagtuturo ni teacher, [3:18:23] teacher, [3:18:23] you have to re-teach, [3:18:24] hindi mo kailangan [3:18:24] bayaran ng teacher [3:18:25] kasi hindi niya [3:18:26] na-fulfill. [3:18:29] Kahit nga yung [3:18:29] everyday teaching, [3:18:31] yung everyday, [3:18:31] kailangan everyday [3:18:32] kahit five questions yan. [3:18:34] Kasi dun mo makikita, [3:18:35] kung 50, [3:18:36] limang question na lang yan, [3:18:37] napakadali. [3:18:38] Kung 50%, [3:18:40] hindi nakasagot, [3:18:40] may problem talaga [3:18:41] si teacher, [3:18:42] re-teach teacher. [3:18:43] Pero kung 7%, [3:18:44] nakasagot 8%, [3:18:45] 80%, [3:18:46] baka yung bata [3:18:48] lang may problem, [3:18:49] i-review mo lang. [3:18:50] At kung after nun, [3:18:51] meron pa rin hindi [3:18:51] nakahabol, [3:18:52] yun ang kailangan [3:18:53] ng 1-on-1 [3:18:54] kay teacher. [3:18:55] So kahit po yung [3:18:55] mga parents natin, [3:18:56] lalo na kung [3:18:57] willing sila, [3:18:58] lalo kami sa private, [3:19:00] kung binigay mo [3:19:00] ng scholarship grant yan, [3:19:02] tinatrain sila. [3:19:03] So that they can help [3:19:05] yung mga batang [3:19:05] may problem, [3:19:07] tinuturoan namin sila [3:19:08] how to prepare the child [3:19:09] to be ready [3:19:10] how to read. [3:19:10] Kasi po pag pinabayaan [3:19:12] talaga natin yung preschool [3:19:13] hanggang grade 1-2, [3:19:14] grade 2 kayo nagsisimula [3:19:16] eh hanggang grade 1, [3:19:17] lagi tayong remediation, [3:19:19] lagi tayong humahanap [3:19:20] ng solusyon, [3:19:21] kailangan tapusin na natin [3:19:23] yung need for intervention [3:19:24] kasi dapat lahat yan [3:19:26] nagbabasa bago [3:19:26] mag-grade 1 po. [3:19:29] Thank you, [3:19:29] ma'am. [3:19:29] Yes, [3:19:30] Honorable Tino. [3:19:31] Okay. [3:19:33] It was brought to my [3:19:36] attention, Chair. [3:19:38] Deped Memo No. 1 [3:19:39] Series of 2026. [3:19:42] These are guidelines [3:19:43] on the implementation [3:19:44] of Aral. [3:19:46] Manila bastang Deped. [3:19:47] Number 31. [3:19:49] Teachers with less than [3:19:50] 6 hours of teaching load [3:19:52] shall be prioritized [3:19:54] in the selection [3:19:55] and assignment [3:19:57] of Aral tutors [3:20:00] provided they have [3:20:02] the required specialization [3:20:04] or have been determined [3:20:06] qualified to handle [3:20:07] Aral classes. [3:20:09] So, [3:20:09] yun po yung sinasabi natin. [3:20:11] It is in fact [3:20:12] part of the official policy [3:20:14] Yes, [3:20:15] but it is not wrong. [3:20:17] Because as you read it, [3:20:19] it prioritizes. [3:20:21] So, [3:20:22] there is an initial step [3:20:23] na nag-volunteer yung tao. [3:20:26] Kasi, [3:20:26] by the wording itself, [3:20:27] because we cannot accept [3:20:29] all tutors [3:20:30] or all teachers [3:20:31] to be able to be part [3:20:32] of the Aral program. [3:20:34] Kailangan, [3:20:34] kahit pa pano, [3:20:35] may, [3:20:36] kunyari, [3:20:36] marami talaga [3:20:37] ang mag-apply [3:20:39] kasi apparently [3:20:39] mukhang may remuneration. [3:20:42] Dapat meron, [3:20:43] that's why the word [3:20:43] use is prioritized. [3:20:44] And by the use [3:20:46] of the word prioritized, [3:20:47] ang interpretation ko dun, [3:20:49] ibig sabihin, [3:20:49] may sense of [3:20:50] being a volunteer. [3:20:52] Well, [3:20:53] but that may be [3:20:55] the interpretation [3:20:56] of the chair. [3:20:57] But unfortunately, [3:20:58] in the field, [3:20:59] ang nangyayari talaga dito [3:21:00] ay, [3:21:01] well, [3:21:02] wala ka pang six hours [3:21:03] o ikaw nasa aral. [3:21:05] I mean, [3:21:05] hindi po ba ganun? [3:21:08] Actually, [3:21:08] yun na ang sinabi [3:21:10] ng principal kanina. [3:21:12] Hindi pa kayo [3:21:13] nakaka-six hours eh. [3:21:14] Di kayo nasa aral. [3:21:16] No? [3:21:17] Ma'am, [3:21:17] pag-inato, [3:21:18] so ganun ang ginato. [3:21:19] And again, [3:21:20] baka na may [3:21:21] misunderstanding lang. [3:21:24] Pero because of that, [3:21:26] rinerequire nyo talaga. [3:21:28] As principal po, [3:21:29] we should [3:21:30] be compassionate [3:21:31] also to our teachers. [3:21:33] What about [3:21:33] akong ayaw ng teacher? [3:21:35] Sabihin siya, [3:21:36] ma'am, [3:21:36] hindi ako pwede. [3:21:39] Pwede naman po. [3:21:40] Meron pa namang [3:21:41] mga reserved teachers. [3:21:43] Is there ever been [3:21:44] an instance [3:21:45] na kulang? [3:21:47] Kaya sabihin mong, [3:21:48] hindi, [3:21:48] ikaw na. [3:21:49] Wala nang choice. [3:21:49] Hindi ko namang umabot [3:21:50] ng aling na orang. [3:21:52] Wala pa namang chances, [3:21:53] Mr. [3:21:54] But anyway, [3:21:55] thank you, [3:21:56] Mama Ginaldo. [3:21:57] Pero anyway, [3:21:57] tama pa rin si [3:21:58] Honorable Tino [3:22:00] end of the day. [3:22:01] Kailangan maliwanag talaga [3:22:02] na hindi siya, [3:22:03] yung six hours kasi, [3:22:05] talaga na-violate [3:22:07] yung prinsipyo [3:22:07] ng maximum. [3:22:08] Maximum kasi talaga yun eh. [3:22:11] Yun po talaga [3:22:11] ang punot dulo nito, [3:22:13] Chair. [3:22:13] Kaya dapat po talaga [3:22:14] tanggalin na yung [3:22:15] mandatory six hours [3:22:17] sa mga teacher [3:22:18] in accordance [3:22:20] with the Magna Carta. [3:22:23] Hopefully, [3:22:24] ano, [3:22:24] yun lang naman eh. [3:22:26] Kailangan yung [3:22:26] maximum six hours. [3:22:27] Huwag naman natin [3:22:28] i-violate yung [3:22:29] Magna Carta [3:22:31] for public school. [3:22:32] Yun lang naman eh. [3:22:33] Again, [3:22:34] sa experience ko, [3:22:35] pati yung huli namin [3:22:36] sa base ko, [3:22:37] more than willing [3:22:38] on teachers eh. [3:22:39] You don't have to tell them eh. [3:22:41] Ano eh, [3:22:41] hindi niya kailangan [3:22:43] i-mandate eh. [3:22:45] Gagawin naman nila [3:22:46] voluntarily. [3:22:47] Pero, [3:22:48] to put that in writing [3:22:49] na parang [3:22:49] shall be six hours, [3:22:52] parang may sense na teka. [3:22:55] Pero yung [3:22:56] overtime pain ninyo, [3:22:58] I think that [3:22:58] is something [3:22:59] you should take a look at [3:23:00] also with your legal [3:23:01] and take a look [3:23:02] kapan nyo. [3:23:04] Sure. [3:23:05] Teacher Ruby? [3:23:06] Meron lang po [3:23:07] i-raise. [3:23:07] Kasi po, [3:23:08] gusto ko lang po talagang [3:23:11] itanong. [3:23:11] Kasi nung nakaraang [3:23:13] hearing po natin, [3:23:14] di ba, [3:23:14] binabanggit natin [3:23:15] kung tutuusin, [3:23:16] dapat nga hindi talaga [3:23:17] ito ikarga dun sa mga [3:23:18] teachers natin. [3:23:19] Ano po bang ginawa [3:23:20] ng DepEd [3:23:21] para i-encourage [3:23:22] yung mga [3:23:23] non-DepEd tutors natin? [3:23:24] Kasi ang sinasabi po [3:23:25] nung ating mga school heads [3:23:26] talaga [3:23:27] ay hindi malinaw talaga eh. [3:23:29] Paano ba yung [3:23:30] gagawin nilang encouragement [3:23:31] dahil nga [3:23:32] walang malinaw [3:23:33] na panggagalingan [3:23:34] yung pondo [3:23:34] for food [3:23:35] at transportation. [3:23:37] Tapos ito na nga [3:23:38] yung remuneration [3:23:39] na sinasabi. [3:23:40] Hindi rin po alam. [3:23:41] Pero yung ibang mga agency, [3:23:42] for example, [3:23:43] DSWD, [3:23:44] meron silang [3:23:45] tarabasa program. [3:23:46] Malinaw, [3:23:47] may 500 pesos [3:23:48] kahit sino, [3:23:49] basta volunteer [3:23:50] na magbahagi [3:23:52] doon sa [3:23:53] tarabasa program [3:23:54] may 500 pesos. [3:23:55] So, [3:23:55] mas na-encourage nila [3:23:57] yung mga [3:23:58] non-DepEd tutors natin. [3:24:00] So, ganun. [3:24:01] Pero ang isa pa, [3:24:02] Mr. Chair, [3:24:02] gusto ko rin pong [3:24:03] i-register yung [3:24:04] usapin ng service credit. [3:24:05] Then you can reply to us. [3:25:01] So, two weeks rin yun. [3:25:03] Yes, Mr. Chair. [3:25:04] We're requesting [3:25:05] initially two weeks po [3:25:06] para to respond [3:25:07] to all of these. [3:25:08] You're requesting [3:25:08] initially two weeks. [3:25:09] Sorry, Mr. Chair. [3:25:10] We're requesting [3:25:11] two weeks po [3:25:11] to respond. [3:25:13] So, with that, [3:25:14] huwag na natin [3:25:15] masyadong [3:25:15] ano, [3:25:15] I think [3:25:16] mesyo importante na rin. [3:25:19] It's already [3:25:19] 110. [3:25:23] Again, ano, [3:25:23] sana, [3:25:24] ang isyo kasi [3:25:25] to my fellow members, [3:25:27] isang napansin ko [3:25:28] sa base ko, [3:25:30] talagang maybe [3:25:31] marami tayong batas, [3:25:32] marami tayong [3:25:33] rinarequire sa kanila [3:25:34] na hindi [3:25:35] nagiging handa [3:25:36] dahil hindi pa nga nila [3:25:37] tapos yung ibang trabaho nila, [3:25:38] kailangan nilang [3:25:39] gawin yung ibang trabaho. [3:25:41] So, maybe [3:25:41] DEPED can also advise [3:25:42] both the House [3:25:44] and the Senate [3:25:45] na sobra na yung load. [3:25:48] Maybe it's about time [3:25:49] that you also [3:25:50] put your foot down [3:25:51] kasi katulad ito, [3:25:52] tinanong ni Teacher Ruby, [3:25:54] ano nangyari, [3:25:55] ba't hindi ninyo [3:25:56] nasabihan yung [3:25:57] volunteer, [3:25:58] volunteers, [3:25:59] not non-teacher [3:26:00] volunteers, [3:26:01] based on the base ko [3:26:02] to. [3:26:03] kasi hindi naman sila [3:26:05] nabigyan ng proper [3:26:06] enough time [3:26:07] to be able to [3:26:09] interview, [3:26:11] to announce, [3:26:12] walang enough time. [3:26:13] So, baka naman [3:26:14] ang dami masyadong [3:26:15] rinarequire [3:26:16] ang policymaker [3:26:18] sa inyo [3:26:19] that you have to [3:26:20] comply with. [3:26:21] Kaya nangyayari, [3:26:22] half-bake lahat. [3:26:24] Baka naman [3:26:24] it's about time [3:26:25] you also tell us. [3:26:27] Baka, you know, [3:26:28] wala naman problema. [3:26:29] Reasonable naman lahat dito, [3:26:31] makikinig naman sa inyo. [3:26:32] Eh, last na, [3:26:33] eh kasi naman [3:26:34] ang dami yung pinapagawa [3:26:35] sa amin na [3:26:36] hindi namin fully [3:26:37] maluto yung kailangan gawin, [3:26:39] kailangan na namin gawin [3:26:40] yung susunod ng activity. [3:26:43] And maybe, [3:26:45] sabihin, [3:26:45] tanong nyo na sa sarili nyo, [3:26:46] baka yung competencies [3:26:47] kayo na nagsabi [3:26:49] based on your assessment, [3:26:50] 88% or even more [3:26:52] are not independent leaders. [3:26:53] Maybe, [3:26:54] kailangan may emergency [3:26:56] na kayong gawin. [3:26:57] Maybe for this year, [3:26:58] huwag nyo na punuin [3:26:59] ng competencies. [3:27:01] Kailangan, [3:27:02] it's a special case. [3:27:04] Pagbigyan nyo rin [3:27:05] ng teachers [3:27:05] na makahabol [3:27:06] na ma-up to date [3:27:08] and yourselves, [3:27:08] diba? [3:27:10] And tell us, [3:27:11] sabihin nyo na sa policymakers, [3:27:13] part kayo ng problema, [3:27:14] dami yung hinihingi sa amin [3:27:15] na gawin. [3:27:17] Maybe, [3:27:17] gano'n, [3:27:17] ano? [3:27:18] Diba? [3:27:19] Feeling ko kasi, [3:27:21] baka sumasobro na rin [3:27:22] yung requirements [3:27:22] pati sa teachers. [3:27:24] Baka, [3:27:24] it's about time [3:27:25] you put your foot down [3:27:26] on some of the things [3:27:27] that are being done. [3:27:28] With that, [3:27:29] kung okay lang, [3:27:30] let's just spend [3:27:31] the discussions [3:27:33] on the briefings [3:27:33] by the Department of Education [3:27:35] and if there are other matters, [3:27:37] kung wala naman, [3:27:38] to give everybody time [3:27:40] to talk [3:27:41] and to, [3:27:43] kasi baka naman [3:27:43] ma-revise pa yung [3:27:44] curriculum [3:27:45] for this coming [3:27:45] academic calendar. [3:27:47] Huwag na masyado mabiga. [3:27:48] Reading comprehension, [3:27:49] baka special year talaga to, [3:27:51] for math, [3:27:52] reading comprehension, [3:27:53] and things like this. [3:27:54] With that, [3:27:55] kung wala naman, [3:27:55] gusto na i-discuss [3:27:56] ang members, [3:27:58] move to adjourn, [3:27:59] Chair. [3:27:59] There is a motion [3:28:00] to adjourn [3:28:00] by the Hon. [3:28:01] Valtino, [3:28:01] julie sent by the [3:28:02] Vice Chair, [3:28:04] the Honorable Arnie Roque. [3:28:05] Is there any objection? [3:28:06] Chair, [3:28:07] none. [3:28:08] This committee meeting [3:28:09] is now adjourned. [3:28:10] Maraming salamat sa lahat. [3:28:11] Okay, [3:28:12] kawin niyo pala [3:28:13] siya. [3:28:26] Okay.